Teaching Strategies

Be prepared to integrate a variety of strategies into your teaching, and help students learn and perform with integrity.

Matching practice to purpose means selecting classroom activities and instructional strategies that will help students achieve your learning objectives. Integrate a variety of teaching strategies to foster learning through several modes of information processing.

Leading Discussions

Encourage students to verbalize what they are learning in the classroom. You're able to provide feedback at the most effective time. In-class discussions provide a socializing mechanism, clarify confusing concepts, raise questions, and more.


This section provides tips for planning, beginning, delivering, and concluding a lecture effectively.

Teaching in the Lab

Students attend lab sessions to acquire technical skills and apply the concepts presented in the accompanying lecture section. This type of classroom environment raises some unique problems and opportunities in student-teacher interactions.

Teaching in the Studio

Teaching studio courses presents some unique and significant challenges. Individual judgment plays a major part (especially in performance areas), and the instructor must grapple with some difficult questions before the course begins.

Alternative Strategies

Your choice of strategies is affected by a number of considerations: the level of the learning objectives, student abilities, your teaching skills and preferences, class size, and more. To help students sharpen their higher-order thinking skills, strategies that actively involve their students in learning should be the goal of every teacher.

Asking and Answering Questions

Asking effective questions piques students' curiosity and encourages deeper learning. By paying attention to how your students answer questions—and the questions they ask—you can assess both students' understanding and the effectiveness of your teaching methods.

Promoting Academic Integrity

You are honor-bound to perform your work accurately, honestly, objectively, and efficiently. You take full credit for your own work and give full credit to others who have helped you. Instill in your students the same sense of integrity.
Your primary responsibility as a GTA is not just to react to suspected academic misconduct, but to inform your students about what constitutes academic misconduct and dissuade them from participating in such acts.