Psychology 1230:
Adolescence
Don Hartmann
Fall 2005
Lecture 1b: Succeeding in Psych. 1230
1
Administrative
Announcements
The following A students from Spring term
will be involved in grading the essay
portions of the midterm quizzes: Andrea
Buckner, Jenna Evans, & Lukas Schafer
 Discussion of handouts on “Class
Participation” and on “WEB Discussions”
today
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Handout Summary
1.
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Handout
WEB
Date
Date
Lect. 1a: Introduction
HO-Syllabus*
08/24
HO-Class Locator*
08/24
HO-Inform. Sheet*
08/24
HO-TA Application*
08/24
Lect. 1b: How to succeed
HO-Class Participation* 08/26
HO-WEB Discussions*
08/09
08/05
*Indicates handouts discussed in class.
08/05
08/05
08/11
08/05
08/05
Overview
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Introductions: What is Success?
Peer Relations
Relations with Professor
Learning the Content
Getting a good grade
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Participation
Term paper
The exams
Extra credit
Others
Next
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Lecture. #2: Historical Perspective
Discussion of handout on “Term Paper”
4
What is Success?
Getting along with classmates; making
new friends
 Getting along with the instructor; setting
him up for a latter letter of
recommendation
 Learning the content of the class
 Getting a good grade
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Peer Relations
How to improve your relations with classmates:
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Change seats so that you are exposed
to more classmates
 Introduce yourself to the people sitting around you
 Walk to or away from the class with classmates
 If you are very shy, mention that when you introduce
yourself. Try to initiate conversations
 Be helpful to classmates—e.g., sharing notes, study
guide answers
 Be dependable in your commitments to classmates
 Be sensitive to alternative values/life styles of your
classmates—critical to maintaining a safe classroom
Relations with the Professor (1)
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Smile on occasion—this is not a darkened theatre but
instead is a community of individuals who share a
number of goals
Avoiding thoughtless irritations such as walking out in
the middle of a lecture without advance warning,
walking down the center isle in front of the professor
during the lecture, leaving your cell phone on
Interact with the professor, both in class, between
classes, and in his office
Consult with the professor about your term paper-repeatedly!
Relations with the Professor (2)
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If you have a problem with the professor, talk
with him about it. Don’t seethe
 The professor might be of use to you as:
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A letter writer
Someone who may be forced to make decisions
about you when the situation is ambiguous
Someone who knows something about the
Psychology Department, graduate schools, and
how to succeed more generally in the University
A mentor
Learning the Content: Motivation
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Have goals within the context of the class, and
use the class material to help achieve those
goals; e.g., to help you understand why your
sister is afraid of Boy Scouts
 Be personally reflective about the content.
I.e., How does this stuff on early puberty apply
to me?
 Strive to get a good grade and have the
instructor think highly of you for a future LOR
Learning the Content: Process
Studying
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Read the text on a regular basis & in digestible bits.
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Do not get behind in the readings
Assume that disasters will happen (e.g., misplacement of text,
loss of girl friend, car breakdown)
Engage the professor and other students about
content—in class and out of class
Teach your parents/partner about adolescent
psychology
Relate the class material to material about
adolescents you read and watch in the mass media
Performing Well: Participation
Keep track on a daily basis of what
should be done when—and then do it
and record. Be organized!
 Be sensitive to other members of class
 If you are shy, rehearse a simple
question that you can state in class
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Performing Well: Term Paper (1)
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Begin thinking about topic early in the
semester
 Read the term paper handout & slides about
the term paper
 Talk to mother/partner if mindless about topic
 Talk to professor. Also
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Check with him about references
Send him abstract & a sample reference
Read sample papers on reserve
Performing Well: Term Paper (2)
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Check class WEB resources regarding writing term
papers
Find an editor, perhaps from your study group, who is
dependable & prompt
Get a draft of your paper to at least one editor at least
a week before paper is due
If necessary, consult with writing lab in Marriott
Reread the term paper handout, noting frequently
made errors and material to be handed in—including
an evaluation of the writing experience.
Check to see if your references look like those in the
reference section of the text and that your text
citations look like those in the text
Performing Well: The Quizzes (1)
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Read the text with the study guide in hand
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Jot down text pages for answer on study guide
Jot down study guide question number on relevant page of
text
Join a study group
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Compare study guide answers with at least one member of
study group well before quiz. Resolve discrepancies by
reference to text/lecture notes, and if that doesn’t work, a third
classmate or the professor
Have a member of the study group compare
answers with other study group members during
class review sessions; transmit that information
to other members of study group
Performing Well: The Quizzes (2)
Note that quizzes cannot be taken early
or late
 Appeal if appropriate, but don’t whine
 Keep old study guides & corrected
copies of previous quizzes—in case you
need to take the final
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Performing Well: Extra Credit
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Unless you are an A student and almost always
perform well, get at least 5 extra-credit points.
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Participating in WEB discussions is a fairly painless method of
accruing extra-credit points
Collecting cartoons suitable for the class can be an enjoyable
method of obtaining extra credit. Remember to email them
with a short description of the class content for which they are
appropriate
If you don’t usually perform well and if you performed
poorly on the first quiz, get at least 10 extra-credit
points
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Doing a supplemental project is an efficient method of getting
a big hunk of extra-credit points
Perform Well: Other
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Download lectures on a regular basis
Keep track of when handouts are available, and download
handouts soon after they are placed on the WEB
Provide the instructor with prompt and useful feedback. Try to
include some positives along with critical feedback. If you can’t
think of anything positive, lie!
If the professor does favors for you—such as scheduling and
attending review sessions, acknowledge the favor. In general,
reinforce behaviors that you like or that benefits you
Use exemplary models whenever they are provided at Marriott
Anticipate problems, and try to lay down a plan for their early
solution (e.g., the rabbit died, and my girlfriend appear to be 3
months pregnant).
Do not use avoidance in response to anxiety! Ask for help,
support, and assistance if and when you need it
DLO
TNEDUTS
“Dam him with faint
praise!”
Summary
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What is Success?
Peer Relations
Relations with Professor
Learning the Content
Getting a good grade
 Next
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time:
Lecture. #2: Historical Perspective
Discussion of handout on “Term Paper”
 Go
in Peace!