This book is intended to help college faculty members, teaching assistants, and prospective instructors to develop their teaching skills and choose instructional strategies that match their personalities and result in improved student learning. The nine chapters cover the following topics: (1) determining teaching objectives (stresses specificity of objectives, clarity of terminology, and addressing cognitive, affective, and psychomotor domains); (2) textbook selection and syllabus development (includes a checklist for evaluating textbooks and list of recommended syllabus components); (3) first class days (establishing the class atmosphere, determining students' learning styles, and selecting instructional strategies based on learning styles); (4) effective lectures (preparation, establishing rapport, liveliness, and delivery); (5) alternative teaching techniques (discussion, cooperative learning, and individualized methods); (6) use of the author's Cognitive Interaction Analysis System (CIAS) to improve class discussions (includes a classroom observation interaction rating system); (7) additional instructional approaches (case studies, simulations, field trips, individualized mastery learning, and laboratory method); (8) term papers, oral reports, and use of instructional media; and (9) student evaluation (prerequisite testing, norm-referenced testing, criterion-referenced testing, test construction, administration, and grading). A proposed teaching creed and an appendix with a sample syllabus and CIAS practice exercise are attached. (Contains 196 references.) (DB)