Unlike their counterparts on the high school or elementary school level, those who teach college students have extensive training in their various disciplines, but surprisingly little instruction in the craft of teaching itself.
The Chicago Handbook for Teachers is an extraordinarily helpful guide for all those who face the challenge of putting together material for a course and then making it work. Representing teachers at all stages of their careers, the authors, including distinguished historian Alan Brinkley, offer practical advice for almost any situation a new teacher might face, from preparing a syllabus to managing classroom dynamics. Beginning with a nuts and bolts plan for designing a course, the handbook also explains how to lead a discussion, evaluate your own teaching, deliver an effective lecture, supervise students' writing and research, create and grade exams, and more. Other sections address the less straightforward aspects of teaching, such as dealing with "diversity issues" and knowing where to draw the line in relationships with students. Particularly timely is an up-to-date discussion of when and how best to incorporate the Internet and other electronic resources into your teaching.
Indispensable for graduate students and new teachers, The Chicago Handbook for Teachers is also a useful refresher for the experienced professionals.
All teachers must start somewhere, but teaching that first class can be tough. While college instructors are usually trained extensively in their specific disciplines, they are seldom trained in how to deal with the actual classroom. The authors try to remedy that situation with this manual. Although meant primarily for beginning teachers, this work is so packed with useful information that experienced teachers could also benefit from reading it. Included are the basics, such as how to plan courses and implement lessons, as well as little-known tips, e.g., use commercial photocopier companies to obtain any permissions a teacher might need. Preparing a syllabus, leading classroom discussions, lecturing, avoiding cheating--it's all here! The authors caution readers on two points: 1) It would be difficult for any teacher to use all of the suggestions provided in this book, and 2) because all of the authors are historians, the "common experience in a single discipline" has undoubtedly shaped what's presented. While this book is economical enough for teachers to purchase on their own, it's also a good buy for most public and academic libraries.--Terry A. Christner, Hutchinson P.L., KS Copyright 1999 Cahners Business Information.