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Good teaching practice


Effective teaching behaviours

These include the following, not all of which will be appropriate in a given situation.

  • Gain student attention, showing confidence.

  • Introduce the subject in an interesting way.

  • Explain subject clearly, using a logical organized approach and emphasizing the key points.

  • Make good use of audio-visual aids where appropriate.

  • Maintain student interest throughout lecture by showing sustained enthusiasm and using interesting examples.

  • Know the names of students.

  • Ask questions where appropriate.

  • Organize student participation where appropriate.

  • Communicate well. Make eye contact with students.

  • Be sympathetic to the students' needs.

  • Make good use of time. Start and finish promptly.

  • Seek regular feedback from students.

  • Close session well with a concise summary.

Lecturer's responsibilities

The lecturer's commitment includes the following:

Aims and Objectives

  • To explain clearly the aims and objectives of each module prior to the commencement of teaching. One mechanism for this is to circulate the Module Specification.

Teaching and Learning

  • To ensure that the teaching methods used are such that students participate in a worthwhile learning experience, and that the module content is both appropriate and challenging to students.

  • To take regard of evidence from peer review, external examiners and students, and to use such evidence in evaluating their own teaching, and to seek constantly to improve it.

  • To provide reading lists, handouts, overhead slides, case studies, videos and any other teaching material, of a high standard.

  • To inform the Library of the recommended text books, journal and off-print requirements prior to the commencement of each module.

  • To liaise, as appropriate, with the programme tutors to ensure the overall smooth running of the module.

  • To be reliable and punctual for classes, meetings and appointments.

  • To give clear prior notification to the students where the rearrangement or cancellation of classes is unavoidable.

  • To be available for student consultation at clearly designated times.

  • To systematically evaluate student response to the module.


  • To prepare and issue to students a schedule of submission dates for assessed work.

  • To give students a clear indication of what is expected from an assignment.

  • To adhere to the department's coursework code of practice. This includes a commitment to provide appropriate feedback.

  • To maintain a correct record of students' marks and to submit such as and when requested.

  • To submit all draft examination papers by requested deadline dates.

  • To check, correct where necessary and re-check, all examination papers by the requested deadline dates.

  • To consider all comments made by the internal moderator and the external examiners on draft examination papers, and take action where necessary.

  • To mark all examination scripts by deadline dates, and to transfer the marks correctly onto the mark sheet provided.

  • To be available for meetings/discussions with the relevant external examiners/moderators, if required.

  • To attend all relevant assessment boards, and to ensure that all students receive fair consideration by making sure that all relevant information concerning a student's performance is made available to the relevant board.

A checklist for the lecturer

Please use this checklist before and during each module you teach to make sure that your students receive the best possible support to their learning.

The module

Has each student on the module being given clear guidance about:

  • its rationale, aims and objectives,

  • the content which it aims to cover,

  • its general schedule and structure,

  • the times and places within which it will be taught?


Have you made sure that all the students know your name, who you are, and where and when they may contact you for advice about the module and their progress upon it? If you are teaching this module as part of a team of tutors, have you made sure of the times when you will meet as a team to discuss the progress and quality of the module?


Have all your students been given clear information about the assessments for the module, including:

  • the dates on which assessed assignments must be completed and submitted,

  • the person to whom their assessed assignments should be given,

  • the date by which the coursework will be returned,

  • the kind of feedback and advice they may expect?

Evaluation and Feedback

  • Have all your students been told how they may participate in the module review and evaluation process?

  • Have you allowed sufficient time for your students to consider their module evaluation?

The Teaching/Learning Environment

  • Have you checked that appropriate materials (book, journals, etc) are available in the Library to support your students?

  • Have you checked that appropriate equipment is available in the teaching space to support your students work?

  • Have you ensured that, where appropriate, there are sufficient hand-outs and/or other learning materials for each student in the group?

  • Have you checked that the teaching room is suitable for the nature of the session which is to take place in it?

    • Are there sufficient seats?

    • Is the room properly ventilated and heated?

    • Are the necessary visual aids and other teaching equipment installed and operating properly?

    • Will each student in the class be able to see and hear you properly?

    • Have you taken account of any students who may have sensory or other physical difficulties which require particular attention (e.g. students with partial hearing, students who are wheel-chair bound)?

    • If the answer to any of these is: `Yes - but the facilities are inadequate and are outside my control', have you given the appropriate person this information so that deficiencies may, where possible, be put right?

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