Tamar Goksadze

I usually start classes with kind of questions answers to which helps students to remember previous themes, this part of the class leads to the new topic I plan to discuss during that class, then students engage in do-now activity, the purpose of which is to spark student’s interest in scientific studies I plan presenting later, such activity energizes the classroom and prepares students for my power point presentation.

When I talk about a new topic I make sure students follow, I check their understanding , help them to build connections between what they already know to the new topic. Sometimes I ask them to imagine how they think they would have acted if they were participants of that study or how they think people they know would have acted and why.

Later we have a discussion during which students can express their opinions, engage in debates with other students or myself, in case its one-on-one classes; we examine validity and reliability of the study and discuss future research avenues as well. All these questions and discussions helps me to make sure they have a feeling that this particular chapter they are learning isn’t overwhelming and too difficult to them learn. While talking about limitations of the studies, students are expected to express opinions about how the same study could be conducted in a way that would increase its validity and reliability, which usually happens at the end of the semester.

We also dedicate time to working on past papers, exam type questions and practice tests, so that students could build their confidence and determination about getting the highest marks.