心理学与生活-第10章

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Students　resent　your　taking　class　time　for　such　preparation；　their　time　is　as　valuable　as　yours—make　sure　it　
is　used　for　teaching　purposes　and　not　your　last…minute　preparation。　Similarly；　it　is　unwise　to　use　class　time　
for　a　bull　session　because　you　are　not　adequately　prepared　to　lecture。　Your　presentations　should　always　be　
substantive　and　informative。　

KNOW　YOUR　STUDENTS　

Most　students　appreciate　and；　indeed；　wele　personal　contact　with　their　instructors。　You　may　wish　to　
arrive　a　few　minutes　early　to　class　each　day　and　visit　with　the　students　present。　You　will　bee　more　
familiar　and　fortable　with　them；　and　they　will　bee　more　familiar　and　fortable　with　you。　The　
more　fortable　students　feel　with　you；　the　more　likely　they　will　be　to　make　valuable　contributions　to　class　
discussions。　Beyond　knowing　some　（hopefully　most）　of　your　students　personally；　be　aware　of　campus　and　
local　issues　that　concern　students。　This　allows　you　to　incorporate　those　examples　in　classroom　
presentations　in　a　meaningful　way。　Other　than　the　students　themselves；　the　best　sources　of　information　on　
these　matters　are　the　campus　and　local　newspapers。　

BE　HONEST　

Students　appreciate　instructors　who　keep　their　word　with　respect　to　course　policies　and　class　assignments。　
If　your　office　hours　are　from　10　to　12　on　Tuesdays　and　Thursdays；　be　there。　If　an　emergency　arises；　leave　a　
note　to　that　effect　on　the　door。　Follow　through　on　your　promises　to　bring　in　outside　material。　Your　credibility　
as　a　teacher　will　be　enhanced。　

ACCEPT　CRITICISM　

Each　time　a　new　teaching　term　begins；　you　acquire　a　new　set　of　critics。　Students　may　evaluate　your　style　of　
dress；　your　manner　of　speaking；　your　sense　of　humor；　and　a　variety　of　other　elements　that　may　or　may　not　
relate　to　your　ability　to　convey　information　about　introductory　psychology。　If　only　one　or　two　students　make　
similar　criticisms；　you　may　or　may　not　want　to　take　the　criticism　seriously。　If；　however；　several　students　
have　similar　criticisms；　you　should　heed　their　advice　and　address　their　criticisms。　

BE　RESPECTFUL　

Students　like　everyone　else　appreciate　being　treated　with　mon　courtesy　and　respect。　Say　“hello”　when　
you　pass　students　in　the　hall；　and　respond　to　in…class　questions　with　openness　and　respect。　Disrespect　is　a　
sure　way　to　put　cool　distance　between　you　and　your　students。　

KEEP　YOUR　CLASSROOM　PRESENTATION　SIMPLE　

In　addition　to　having　a　sound　understanding　of　the　subject　matter；　it　is　important　to　know　your　audience。　
Your　presentations　should　be　geared　to　their　level。　Build　your　lecture　around　four　or　five　major　points　and　
use　plenty　of　thoughtful　and　representative　examples。　

BE　ENTHUSIASTIC　

Your　level　of　enthusiasm　for　the　subject　matter　will　be　obvious　on　the　first　day　of　class　and　will　determine　
the　tone　for　the　entire　term。　More　important；　your　attitude　will　have　a　strong　influence　on　your　students’　
attitudes　about　the　course。　Your　enthusiasm　for　psychology　can　make　even　the　driest　topic　palatable。　

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ESTABLISH　COURSE　OBJECTIVES　

What　is　it　that　you　wish　to　acplish　in　your　class？　What　kinds　of　knowledge　should　your　students　
possess　at　the　end　of　the　term？　How　do　you　plan　to　achieve　your　goals？　These　are　essential　questions　to　
ask　while　organizing　your　syllabus。　Once　you　have　provided　answers　to　these　questions；　put　them　on　the　
first　page　of　your　syllabus。　Filling　students　in　on　the　class　objectives　and　your　plans　for　meeting　them　
allows　the　students　to　prepare　better　for　your　class　presentations；　discussions；　and　examinations。　

BE　PATIENT　

As　teachers；　we　have　neither　the　time　nor　the　energy　to　do　everything　for　our　students。　We　must　place　the　
responsibility　for　their　understanding　of　introductory　psychology　squarely　on　their　shoulders–after　we　
have　done　our　part　to　expose　them　to　the　knowledge　we　possess。　Some　students　will　catch　on　quickly；　
others　more　slowly；　and　still　others；　perhaps　never。　In　any　case；　patience　is　a　virtue；　students　must　be　given　
the　opportunity　to　succeed　or　fail　on　their　own。　

BE　CORDIAL　

Students　appreciate　an　instructor　who　is　approachable。　Let　your　students　know　that　you　are　genuinely　
interested　in　seeing　them　succeed　and　that　you　wele　their　questions　and　ments。　However；　be　
forewarned：　Being　too　“chummy”　with　your　students　may　create　special　problems　（e。g。；　students　may　
develop　inaccurate　expectations　of　the　difficulty　of　the　course　or　the　quality　of　their　course　performance）。　

Some　students　may　bring　personal　or　family　problems　to　you　and　expect　your　help。　If　the　situation　warrants　
more　than　a　friendly　ear；　refer　the　student　to　an　appropriate　clinician　or　counselor。　

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PSYCHOLOGY　AND　LIFE；　16th　Edition　
Instructor’s　Manual　

WHY　READ　THIS　INSTRUCTOR’S　MANUAL？　

Why　should　you　read　and　ultimately　make　use　of　this　Instructor’s　Manual？　There　are　two　simple　reasons。　
First；　this　manual　will　make　you　a　better；　more　passionate　teacher。　No　matter　how　long　you　have　been　
teaching；　your　students　will　learn　more；　will　have　more　fun；　and　will　leave　your　class　inspired　about　

psychology　by　your　teaching。　Teaching　more　effectively　will　also　inspire　you；　and　will　undoubtedly　be　
reflected　in　exceptional　teaching　evaluations。　Second；　this　manual　will　make　your　life　easier。　This　manual　
presents　a　treasure　trove　of　instructional　material；　piled　from　outstanding　teachers　worldwide；　in　as　
accessible　format　as　possible。　We　have　done　the　grunt　work　for　you；　freeing　you　so　that　you　have　the　time　to　
add　and　modify　material；　as　you　deem　appropriate。　Because　the　foundation　of　a　superior　course　is　
contained　in　this　manual；　you　will　have　the　time　to　make　the　course　truly　your　own。　

One　of　the　strengths　of　Psychology　and　Life；　16th　Edition　is　that　we　have　had　years　to　refine　and　develop　an　
instructor’s　manual　that　is　prehensive　in　scope　and　plementary　in　nature。　When　used　in　
conjunction　with　Psychology　and　Life；　16th　Edition；　we　believe　that　your　classroom　experience　will　be　an　
immensely　rewarding　one　for　both　you　and　your　students。　

THIS　INSTRUCTOR’S　MANUAL　INCLUDES　THREE　
SECTIONS：　

I。　A　PRIMER　ON　TEACHING　INTRODUCTORY　PSYCHOLOGY　
The　previous　section　addresses　pragmatic　topics；　such　as　instructional　techniques；　methods　of
evaluating　students；　administrative　issues；　and　preparing　lectures；　handouts；　and　syllabi。


II。　INDIVIDUAL　CHAPTER　MATERIALS　
This　section　provides　specific　instructional　material　for　each　chapter　of　Psychology　and　Life；　16th　
Edition。　Within　each　chapter；　material　is　further　broken　down　into　specific　types　of　material。　These　
include：　

Learning　Objectives：　Provides　clear；　consistent　goals　and　guides　for　both　teaching　and　learning。　

Chapter　Outline：　Arranges　material　in　a　concise；　organized　format　that　can　be　used　“out　of　the　box”　as　
lectures　or　that　can　serve　as　the　basis　for　the　development　of　more　personalized　lectures。　

Discussion　Questions：　Suggests　provocative　questions　to　pose　to　your　students；　which　can　be　used　as　
the　basis　of　classroom　discussion；　written　assignments；　and　essay　questions。　

Supplemental　Lecture　Material：　Contains　additional　material　designed　to　add　depth　and　richness　to　
lectures。　

Biographical　Profiles：　Provides　biographical　sketches　of　prominent　psychologists；　briefly　tracing　their　
life　and　contributions　to　the　field。　

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Timeline：　Presents　a　chronological　overview　of　important　events　and　people　from　the　history　of　
psychology　and　related　historical　events。　

Suggestions　for　Further　Readings：　Suggests　references　for　both　you　and　your　students　for　finding　more　
information　on　each　chapter　topic。　

Discovering　Psychology：　Lists　volumes　of　a　video　telecourse；　Discovering　Psychology；　keyed　to　chapter　
content。　Philip　Zimbardo　designed；　wrote；　and　narrated　the　26　programs　in　this　PBS　TV　series。　

Films　and　Videos：　Lists　current　media　appropriate　for　the　chapter。　

Case　Study　Lecture　Launcher：　Includes　vignettes　that　originally　appeared　in　an　earlier　edition　of　
Psychology　and　Life。　We　continue　to　include　them　this　Instructor’s　Manual　due　to　their　demonstrated　
appeal　to　both　students　and　instructors。　The　current　edition　of　Psycholog