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is used for teaching purposes and not your last…minute preparation。 Similarly； it is unwise to use class time
for a bull session because you are not adequately prepared to lecture。 Your presentations should always be
substantive and informative。
KNOW YOUR STUDENTS
Most students appreciate and； indeed； wele personal contact with their instructors。 You may wish to
arrive a few minutes early to class each day and visit with the students present。 You will bee more
familiar and fortable with them； and they will bee more familiar and fortable with you。 The
more fortable students feel with you； the more likely they will be to make valuable contributions to class
discussions。 Beyond knowing some （hopefully most） of your students personally； be aware of campus and
local issues that concern students。 This allows you to incorporate those examples in classroom
presentations in a meaningful way。 Other than the students themselves； the best sources of information on
these matters are the campus and local newspapers。
BE HONEST
Students appreciate instructors who keep their word with respect to course policies and class assignments。
If your office hours are from 10 to 12 on Tuesdays and Thursdays； be there。 If an emergency arises； leave a
note to that effect on the door。 Follow through on your promises to bring in outside material。 Your credibility
as a teacher will be enhanced。
ACCEPT CRITICISM
Each time a new teaching term begins； you acquire a new set of critics。 Students may evaluate your style of
dress； your manner of speaking； your sense of humor； and a variety of other elements that may or may not
relate to your ability to convey information about introductory psychology。 If only one or two students make
similar criticisms； you may or may not want to take the criticism seriously。 If； however； several students
have similar criticisms； you should heed their advice and address their criticisms。
BE RESPECTFUL
Students like everyone else appreciate being treated with mon courtesy and respect。 Say “hello” when
you pass students in the hall； and respond to in…class questions with openness and respect。 Disrespect is a
sure way to put cool distance between you and your students。
KEEP YOUR CLASSROOM PRESENTATION SIMPLE
In addition to having a sound understanding of the subject matter； it is important to know your audience。
Your presentations should be geared to their level。 Build your lecture around four or five major points and
use plenty of thoughtful and representative examples。
BE ENTHUSIASTIC
Your level of enthusiasm for the subject matter will be obvious on the first day of class and will determine
the tone for the entire term。 More important； your attitude will have a strong influence on your students’
attitudes about the course。 Your enthusiasm for psychology can make even the driest topic palatable。
xxiv
ESTABLISH COURSE OBJECTIVES
What is it that you wish to acplish in your class？ What kinds of knowledge should your students
possess at the end of the term？ How do you plan to achieve your goals？ These are essential questions to
ask while organizing your syllabus。 Once you have provided answers to these questions； put them on the
first page of your syllabus。 Filling students in on the class objectives and your plans for meeting them
allows the students to prepare better for your class presentations； discussions； and examinations。
BE PATIENT
As teachers； we have neither the time nor the energy to do everything for our students。 We must place the
responsibility for their understanding of introductory psychology squarely on their shoulders–after we
have done our part to expose them to the knowledge we possess。 Some students will catch on quickly；
others more slowly； and still others； perhaps never。 In any case； patience is a virtue； students must be given
the opportunity to succeed or fail on their own。
BE CORDIAL
Students appreciate an instructor who is approachable。 Let your students know that you are genuinely
interested in seeing them succeed and that you wele their questions and ments。 However； be
forewarned： Being too “chummy” with your students may create special problems （e。g。； students may
develop inaccurate expectations of the difficulty of the course or the quality of their course performance）。
Some students may bring personal or family problems to you and expect your help。 If the situation warrants
more than a friendly ear； refer the student to an appropriate clinician or counselor。
xxv
PSYCHOLOGY AND LIFE； 16th Edition
Instructor’s Manual
WHY READ THIS INSTRUCTOR’S MANUAL？
Why should you read and ultimately make use of this Instructor’s Manual？ There are two simple reasons。
First； this manual will make you a better； more passionate teacher。 No matter how long you have been
teaching； your students will learn more； will have more fun； and will leave your class inspired about
psychology by your teaching。 Teaching more effectively will also inspire you； and will undoubtedly be
reflected in exceptional teaching evaluations。 Second； this manual will make your life easier。 This manual
presents a treasure trove of instructional material； piled from outstanding teachers worldwide； in as
accessible format as possible。 We have done the grunt work for you； freeing you so that you have the time to
add and modify material； as you deem appropriate。 Because the foundation of a superior course is
contained in this manual； you will have the time to make the course truly your own。
One of the strengths of Psychology and Life； 16th Edition is that we have had years to refine and develop an
instructor’s manual that is prehensive in scope and plementary in nature。 When used in
conjunction with Psychology and Life； 16th Edition； we believe that your classroom experience will be an
immensely rewarding one for both you and your students。
THIS INSTRUCTOR’S MANUAL INCLUDES THREE
SECTIONS：
I。 A PRIMER ON TEACHING INTRODUCTORY PSYCHOLOGY
The previous section addresses pragmatic topics； such as instructional techniques； methods of
evaluating students； administrative issues； and preparing lectures； handouts； and syllabi。
II。 INDIVIDUAL CHAPTER MATERIALS
This section provides specific instructional material for each chapter of Psychology and Life； 16th
Edition。 Within each chapter； material is further broken down into specific types of material。 These
include：
Learning Objectives： Provides clear； consistent goals and guides for both teaching and learning。
Chapter Outline： Arranges material in a concise； organized format that can be used “out of the box” as
lectures or that can serve as the basis for the development of more personalized lectures。
Discussion Questions： Suggests provocative questions to pose to your students； which can be used as
the basis of classroom discussion； written assignments； and essay questions。
Supplemental Lecture Material： Contains additional material designed to add depth and richness to
lectures。
Biographical Profiles： Provides biographical sketches of prominent psychologists； briefly tracing their
life and contributions to the field。
xxvi
Timeline： Presents a chronological overview of important events and people from the history of
psychology and related historical events。
Suggestions for Further Readings： Suggests references for both you and your students for finding more
information on each chapter topic。
Discovering Psychology： Lists volumes of a video telecourse； Discovering Psychology； keyed to chapter
content。 Philip Zimbardo designed； wrote； and narrated the 26 programs in this PBS TV series。
Films and Videos： Lists current media appropriate for the chapter。
Case Study Lecture Launcher： Includes vignettes that originally appeared in an earlier edition of
Psychology and Life。 We continue to include them this Instructor’s Manual due to their demonstrated
appeal to both students and instructors。 The current edition of Psychology and Life employs new；
provocative first…person quotes to introduce each chapter。
III。 EXPERIMENTS AND DEMONSTRATIONS
（BY PHILIP G。 ZIMBARDO）
This section describes a set of projects and demonstrations that can be used in class or in separate
sections to illustrate relevant psychological principles。 The student’s portions of these exercises are
included in the Student Study Guide that acpanies Psychology and Life； l6th Edition。 Additional
copies of the student handouts can be made from the copies in this manual。
IV。 ADDITIONAL INSTRUCTIONAL RESOURCES
TEST BANK
Psychology and Life； 16th Edition is acpanied by an extensive test bank。 Expertly authored；
pletely revised； and reviewed by Richard Gerrig and Philip Zimbardo； this bank contains more
than 2；000 multiple…choice and essay items。 These questions are page referenced； are of balanced but
varied difficulty； and are identified by chapter； question type （factual； applied； or conceptual）； question
topic； and skill level。
OVERHEAD TRANSPARENCIES
This pletely revised set of color transparencies includes the best illustrations fr