spoke in a more dramatic way

moved around more, gestured more, & used more facial expressions

smiled, laughed, and told jokes while teaching

didn’t rely on prepared notes

were free of distracting mannerisms

developed well-prepared syllabi:  specific goals and objectives, specific calendar, and clear policies on grading, conduct, and academic integrity

used a variety of learning modes and learning activities

communicated class structure by using outlines

assess learning well:  test their objectives with well-written exam questions and a variety of assignments

question students well (e.g., adequate time to answer)

don’t intimidate students

handle wrong answers constructively

provide structure and closure for discussions without controlling them

use group work effectively: make tasks clear, give appropriate amount of time for activity, and honor group products

use collaborative learning (e.g., writing groups)

are entertaining, but in the service of instruction

use different methods to assess whether material is clear to students: attention to nonverbal cues, questions, examining students’ class notes and written products

review their content delivery (e.g., taping and reviewing their performances)

make content relevant (e.g., by starting with a current event and segueing to the topic)

use examples that are accurate, clear, attractive, and transferable

solicit examples from students

are good storytellers

use metaphors and analogies

use demonstrations, simulations, and case studies

are more than content experts:  they recognize that learning how to teach is a separate area.