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!!
Chapter 1: The Basics of the Classroom
Encouragement & Rapport
When teaching lower-level material, be aware that you can expect a wide variety
of ability levels. In these courses, you will most likely encounter a number of students
who struggle with math. If you are teaching mathematics at the college level, then
repeated failure in math is something you have not likely experienced. If you have done
any mathematical research, you may understand some level of frustration, but you are
fortunate to have had a background that has given you confidence and a reasonable hope
that you will eventually find the solution you seek. If some of your students have faced
repeated struggles and failure in math, they may have been stripped of that very valuable
sense of hope. Give your students the respect and sensitivity that they deserve. Diffuse
the frustrations some students may feel towards the course by separating their
performances from their dedication to do well. There are several avenues by which you
may achieve this.
Primarily, be approachable. Inherent in being able to effectively encourage your
students is that they feel a connection with you. To be of use to your students, they must
feel that they can come to you with questions or seek your support when they feel
discouraged. Being friendly and supportive of questions in class will encourage your
students to seek help both in the class and in office hours. A bright smile for the wary or
timid student at your office door may help dispel the notion that he or she is bothering
you. Some students miss the point that office-hour time is specifically designated for
them, so try to make that clear. In your efforts to be friendly, remain professional, of course. Students should get the message that you care, but will still require them to work
hard, to learn, and to perform well on graded papers.
Let your students see a distinction between you and the course you teach, so that
they can view you as someone who is helping them through the material. For instance,
avoid acting defensively if a student complains that a skill you are teaching is useless or
that something was confusing in class. In the first case, it may help to briefly explain
how a topic may be used in higher mathematics. Explain that for students going farther
