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It proposes active learning techniques—timed individual or group responses, structured reporting, and selective solicitation—to replace volunteer-only questioning and cold-calling. It also critiques slide-dominated lectures and emphasizes varied instruction to sustain motivation and meaningful in-class learning.",{"@graph":63,"@context":110},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/effective-teaching-the-ten-worst-teaching-mistakes-mistake-10-to-9/571724/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/effective-teaching-the-ten-worst-teaching-mistakes-mistake-10-to-9/571724.png","ImageObject",442,249,{"name":88,"@type":89},"Jacob","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-22","2026-10-13",true,{"@type":98,"interactionType":99,"userInteractionCount":76},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104],{"name":105,"@type":106,"acceptedAnswer":107},"What approach does the document recommend for handling classroom questions more effectively?","Question",{"text":108,"@type":109},"Use active learning: ask the question, give a short thinking window for individuals or small groups, then stop and ask a few to report results before turning to volunteers if the response is incomplete.","Answer","https://schema.org",{"og:url":78,"og:type":112,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":114,"canonical":78},"index,follow",{"doc_id":116,"site_id":56},571724,1792650091,{"code":4,"msg":5,"data":119},{"doc_id":116,"user_id":120,"nickname":88,"user_avatar":121,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":122,"file_id":123,"file_url":124,"file_type":125,"file_size":126,"view_count":76,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":127,"language":128,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":129,"faqs":130,"seo_title":131,"seo_description":61,"update_tm":132,"read_time":133},962084931830,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Effective Teaching: A Workshop  \nRichard M. Felder, Ph.D.  \nHoechst Celanese Professor Emeritus Department of Chemical & Biomolecular Engineering North Carolina State University  \n\u003C[www.ncsu.edu/effective_teaching](www.ncsu.edu/effective_teaching)> Rebecca Brent, Ed.D.  \nPresident, Education Designs Inc.  \nCary, North Carolina  \nPurdue University February 28–March 1, 2017  \nR.M. Felder and R. Brent, Effective Teaching  \nR.M. Felder and R. Brent, Effective Teaching  \n*  \nTHE TEN WORST TEACHING MISTAKES. I. MISTAKES 5–10  \nRichard M. Felder, North Carolina State University  \nRebecca Brent, Education Designs, Inc.  \nLike most faculty members, we began our academic careers with zero prior instruction on college teaching and quickly made almost every possible blunder. We’ve also been peer reviewers and mentors to colleagues, and that experience on top of our own early stumbling has given us a good sense of the most common mistakes college teachers make. In this column and one to follow we present our top ten list, in roughly increasing order of badness. Doing some of the things on the list may occasionally be justified, so we’re not telling you to avoid all of them at all costs. We are suggesting that you avoid making a habit of any of them.  \nMistake \\#10. When you ask a question in class, immediately call for volunteers.  \nYou know what happens when you do that. Most of the students avoid eye contact, and either you get a response from one of the two or three who always volunteer or you answer your own question. Few students even bother to think about the question, since they know that eventually someone else will provide the answer.  \nWe have a suggestion for a better way to handle questioning, but it’s the same one we’ll have for Mistake \\#9 so let’s hold off on it for a moment.  \nMistake \\#9. Call on students cold.  \nYou stop in mid-lecture and point your finger abruptly: “Joe, what’s the next step?” Some students are comfortable under that kind of pressure, but many could have trouble thinking of their own name. If you frequently call on students without giving them time to think (cold-calling), the ones who are intimidated by it won’t be following your lecture as much as praying that you don’t land on them. Even worse, as soon as you call on someone, the others breathe a sigh of relief and stop thinking.  \nA better approach to questioning in class is active learning.1 Ask the question and give the students a short time to come up with an answer, working either individually or in small groups. Stop them when the time is up and call on a few to report what they came up with. Then, if you haven’t gotten the complete response you’re looking for, call for volunteers. The students will have time to think about the question, and—unlike what happens when you always jump directly to volunteers (Mistake \\#10)—most will try to come up with a response because they don’t want to look bad if you call on them. With active learning you’ll also avoid the intimidation of cold-calling (Mistake \\#9) and you’ll get more and better answers to your questions. Most importantly, real learning will take place in class, something that doesn’t happen much in traditional lectures.2  \nMistake \\#8. Turn classes into PowerPoint shows.  \nIt has become common for instructors to put their lecture notes into PowerPoint and to spend their class time mainly droning through the slides. Classes like that are generally a waste of time for everyone.3 If the students don’t have paper copies of the slides, there’s no way they can keep up. If they have the copies, they can read the slides faster than the instructor can lecture through them, the classes are exercises in boredom, the students have little incentive to show up, and many don’t.  \nTurning classes into extended slide shows is a specific example of:  \nMistake \\#7. Fail to provide variety in instruction.  \nNonstop lecturing produces very little learning,2 but if good instructors never lectured they could not mo","cbCaimaeo4XTiIaw","https://ap.wps.com/l/cbCaimaeo4XTiIaw","pdf",1751330,167,"English","# The Ten Worst Teaching Mistakes\n## Mistake #10: Calling for volunteers immediately\n## Mistake #9: Cold-calling\n## Mistake #8: Turning classes into PowerPoint shows\n## Mistake #7: Failing to provide variety in instruction\n## Mistake #6: Group work with no individual accountability","[{\"question\":\"What approach does the document recommend for handling classroom questions more effectively?\",\"answer\":\"Use active learning: ask the question, give a short thinking window for individuals or small groups, then stop and ask a few to report results before turning to volunteers if the response is incomplete.\"}]","Effective Teaching - The Ten Worst Teaching Mistakes - Mistake 10 to 9 | PDF",1791923392,58]