General Guidelines for Teaching Students with LDs • Take initiative. If you notice a problem, talk to the student in private. • Provide a detailed syllabus and assignment descriptions. • Give directions in writing and orally. • Present material in a variety of ways: visual, aural, role plays, etc. • Build skills gradually over the semester and give frequent feedback. • Allow alternative testing formats and/or extended time where appropriate. • Avoid looking annoyed when a student asks a question you have just answered. • Keep students’ attention through voice modulation, gesturing to emphasize significant points. • Help students to organize, synthesize, and apply information.
A 147 Appendices Appendix A Midterm Course Evaluations 149 For a course with discussion of readings 150 For a “technical” course such as math, language or grammar 152 Appendix B Flexible Grading Scale 153 Contract Grading Agreement Form 154 Appendix C DDS Policy for Alternative Testing 155 Appendix D Who’s on Campus 157 I. The Students 157 Table 1 Distribution of Students by Level, Race and Sex 158 Figure 1 Distribution of Students by Residency 159 Table 2 UNC-CH Graduation and Persistence Rate by Race 159 II. The Faculty 160 Figure 2 Tenured/Tenure-Track Faculty by Gender 161 Figure 3 White Tenured/Tenure-Track Faculty 161 Figure 4 African American Tenured/Tenure-Track Faculty 162 Figure 5 Asian Tenured/Tenure-Track Faculty 162 Figure 6 Hispanic Tenured/Tenure-Track Faculty 163 Figure 7 Distribution of Faculty by Race 163 Figure 8 Faculty by Employment Category and Race 164 Table 3 Faculty by Rank, Race and Gender 164 III. Comparison of Student to Faculty Percentages 165 Figure 9 Comparison of Student to Faculty Percentages 165 Appendix E Support Resources & Student Organizations 166 Appendix F Policies and Procedures of the University of North Carolina at Chapel Hill 175 Sexual Harassment Policy 175 Racial Harassment Policy 181 Amorous Relationships Policy 189
Appendix A 149 Appendix A Mid-Term Course Evaluations To increase the effectiveness of any mid-term evaluation, the students must understand (1) that their responses will remain anonymous, and (2) that you have asked them to fill out the questionnaire to improve your own teaching rather than to judge the class in any way. To help show the students that you are serious about getting honest answers, it’s a good idea to leave the room while they answer the questionnaire. You might choose one responsible volunteer from the class to collect the completed forms and put them in an envelope to give you at the end of class. When administering an evaluation, it is also important to give the students enough time to respond thoughtfully to the questions, even if that means that you must stay out in the hall or in your office longer than you would like during class time.
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- Spring '12
- Educational Psychology, Academic Culture