Book Review: Mastering the Techniques of Teaching
Joseph Lowman. San Francisco: Jossey­Bass, 1995.
Reviewed by Jill Lasser, Graduate Student Associate, TRC and Department of Slavic Languages and Literatures

The point of departure for Lowman's discussion is his "two­dimensional model of teaching effectiveness," inspired by his observations of exemplary faculty in New England and North Carolina. According to this model, teaching effectiveness is a product of two distinct dimensions. The first is the instructor's ability to stimulate intellectual excitement in the classroom. Fundamental to this ability is the clarity of lectures and their emotional impact on students, as well as the instructor's knowledge, organization and flexibility. The second dimension is grounded in the psychology of the classroom. An effective instructor is one who promotes positive student emotions by fostering critical thinking and creativity, showing sensitivity to students' feelings about the course material, and promoting an atmosphere of respect.

Having used this model to define teaching effectiveness, Lowman guides the reader through a discussion of the various factors and issues connected with good teaching. His discussion may be considered in terms of three main areas of concern:

1. Social psychological: sources of instructor and student satisfaction; predictable changes in class rapport; attitudes that influence classroom dynamics.

2. Pragmatic: developing interpersonal skills and teaching style; obtaining feedback; analyzing and improving classroom performance; the use of the video camera in teaching assessment; discussion leading; integrating student learning in and out of the classroom; evaluating student performance.

3. Course preparation: defining course objectives; selecting and organizing classroom materials; creating exams; designing the course.

In providing both a critical review of the literature on teaching effectiveness, as well as a plethora of teaching strategies applicable to any discipline, Lowman appears to practice the good teaching he espouses. As he tackles the issues and areas of concern that perplex many instructors, Lowman writes with an inspirational clarity and enthusiasm. Seasoned faculty and junior faculty alike should find here ample food for thought, and also some good ideas to improve their teaching.

Joseph Lowman is a professor of psychology and assistant dean of arts and sciences at the University of North Carolina at Chapel Hill. He has won numerous awards for his outstanding teaching and serves on the editorial boards of several publications on pedagogy.