Jeffrey S Conant：杰弗里S.doc

Jeffrey S. Conant Texas AM University TRANSLATING PHILOSOPHY INTO PRACTICE: VALUED TEACHING METHODS My research in marketing education, coupled with my genuine interest in teaching, has led me to frequently re-examine how I teach. In many ways I consider myself a student of teaching and teachers. Like many other educators, I use a variety of teaching methods to stimulate student learning. Four areas that are particularly important to me relate to course structure and organization, class atmospherics, student involvement, and instructor availability. Course Structure and Organization: It is my belief that students generally appreciate structure and organization in the classes they take. They value knowing the professors stated learning objectives, how s/he will determine grades, when tests and assignments will take place, and how they should prepare so as to maximize the likelihood that they will be successful in the course. I use a variety of methods to strengthen the organization and clarity of my classes. Some of the more visible methods I employ include: (1) creating comprehensive and detailed syllabi; (2)?providing prompt and helpful feedback on all assignments and tests; (3) starting class with an introductory overview of the days agenda; and (4) using clearly stated questions displayed on overheads as the basis for presenting material (e.g., What is Marketing?). Class Atmospherics: Creating a class atmosphere where students are motivated to learn is both important and something I actively work to strengthen during every class meeting. My goal is to create a professional, yet comfortable feeling in the classroom. To help accomplish this, I work hard at being consistent, but not easily anticipated. What I mean by this seemingly contradictory statement is that I want a sense of continuity to exist, but at the same time work to inject variety into how classes are managed. I regularly start class, for example, by reviewing the days agenda to establis