This is not self made, I just copied this from google so that I don't have to compose it on my notebook.
I made this so that it will stay in my phone and also to share this with others for them to not have a hard time in making their own assignments.
ENJOY!!
Introduction
This guide is intended to assist a mathematician who has little or no teaching
experience at the college level, but who will be teaching courses as a graduate teaching
assistant or as a newly-hired professor.
The author is a newly-tenured associate professor, and therefore recently been
through the process of establishing and evaluating her philosophies and course structures.
The lessons learned in these early years of teaching are highlighted for your
consideration. The aim is to generate ideas and provide examples of core goals for your
classroom and this guide is intended to be useful prior to your first class, as well as for
courses you teach a few years from now.
Chapters 1 and 2 relate to general teaching ideas and may be used for any course
at hand. The focus of these chapters is to encourage behavior that will lead to a positive
and successful classroom environment and to stimulate thought on the structure you will
want for your class. This is not intended to be a handbook for how to run your course,
but rather a springboard for your own ideas and ambitions.
Chapter 3 covers a variety of courses. Hopefully, if you have no teaching
experience at all, you will have been assigned to teach a lower-level course. The sections
for these courses discuss general instructional approaches important for this level as well
as specific comments on material. You may find it helpful to read all of the lower-level
courses, rather than just the course of interest, since there is overlap of pedagogical issues
for all of these courses. The sections discussing the higher-level material presume that
some teaching experience is likely if you have been asked to teach one of these courses. These sections focus more on the specifics of the material and offer less in the way of
general teaching suggestions.
Chapter 4 proposes ways to continually evaluate and improve your teaching while
simultaneously preparing you to advance in your career.
Finally, the appendix contains some handouts for a few calculus topics. The
handout on continuity is intended for use as students are just learning the topic, while the
handouts for graphing skills and integration techniques are intended as reviews and
summaries after students have been working with the material for some time.
