The answers were collected from former student teachers at the Faculty of Arts and have been processed by Vibe Kromann.

- Start a discussion to give them something relevant to talk about instead
- Make sure that your exercises can be stopped as soon as most students have finished so no-one starts talking
- If everyone needs to do the exercise, have some extra exercises/questions up your sleeve for the students who finish quickly
- Stop talking – the students will stop talking if you do
- Make a joke out of it or take a break.

- Don’t lecture too much – lessons are a chance to do exercises instead
- Don’t spend too much time teaching in front of the blackboard – make the students present things at the blackboard instead
- Keep the students busy doing various kinds of exercises and vary the forms of instruction that you use

- Ask a student directly: Do you want to answer this one? This gives them the chance to say no, although they rarely do say no
- Ask them to do as much of an exercise as they can, and ask the other students to do the rest
- Ask everyone in turn to answer a question, read aloud or contribute in other ways
- Ask the students to discuss their answers in pairs before answering in class.

- Change the format to make it more informal, for instance by asking them to discuss things in groups instead of presenting things at the blackboard
- Make the purpose of the exercise clear: Is it about learning to make oral presentations, about learning from each other, or about structuring things in a short amount of time?
- Make a plan so the study groups always know when they have to make a presentation – don’t take them by surprise.

- Talk to the teacher and get him/her to recommend your classes in the lectures
- Tell the students how your classes can help them in the exam
- Keep an attendance list. Tell them that you’re doing this to find out how many students are interested in student teacher sessions
- Ask the students to do a compulsory activity, such as a writing exercise, in connection with your classes.

- Ask the study groups to make presentations in turn, and explain how this will be done in the first lesson. This ensures that at least one group has prepared something for each session
- Give the students group exercises to do in their study groups instead of individual exercises
- Use a type of exercise in which you can be actively involved. For instance, ask the students to make summaries and upload them to the learning platform or as a contribution to Wikispaces.

- Have a lot of examples up your sleeve (some of which take longer than others)
- If you are pressed for time, give the students some of the answers before they even start
- Bring along extra (preferably short) exercises to use when necessary
- Prioritise your material so you know what needs to be done and what can be skipped
- Try not to have too much unfinished business which has to be dealt with in the next session. Unfinished business can ruin your plan for the entire semester.

- Tell them: ‘I don’t know, but I can find out for next time’
- (Remember to find the answer if you have promised to do so)
- Tell them: ‘I don’t know – but does anyone have any suggestions?’
- Tell them: ‘I don’t know, but I think you can find the answer here...’

- Ask: Does everybody understand? Does this make sense?
- Ask them to write down two of the main points of the lesson and talk about a few of these points with the entire class
- Ask the students to write down five questions about the topic at the beginning of the lesson. If these questions have not been answered during the lesson, answer them when you round off
- Make a brief evaluation.

- Make it clear that the students can ask questions in Danish if this makes them more comfortable
- Make it clear that no-one expects their English to be perfect
- Make it clear that they can ask for concepts to be translated so they can learn the Danish terms.

- Get to know the classroom and hear what your voice sounds like in there
- Make a clear lesson plan and notes/prints of your slides
- Make sure that the technical aids work and have a backup plan
- Get the students involved quickly
- Take deep breaths and take small breaks
- Curl your toes, and then relax them
- Look at certain fixed points in the room or right above the heads/at the forehead of someone in the audience.

- Remember that they are assessing the teaching and not you as a person
- Don’t focus too much on negative evaluations – there are probably a lot more positive ones
- Use the evaluations constructively and learn from them
- For instance, you can do a Delphi evaluation to see how many of the students agree with different statements.

Here is some good advice from former student teachers at the Faculty of Arts.

Please contact Karen Louise Møller, who is the academic contact person for the basic training course for student teachers.

- THEME: Activities in sessions
- THEME: Teaching and digital media
- THEME: Exam and forms of examination
- THEME: Teaching evaluation
- THEME: Feedback
- THEME: Student teachers
- THEME: Internationalisation
- THEME: Activities between sessions
- THEME: Questions in sessions
- THEME: Teaching strategies of studying
- THEME: Conducting research with students
- THEME: Supervision
- Example of practice: Academic skills development
- Example of practice: Academic speed dating
- Example of practice: Academic weekend
- Example of practice: Academic quiz
- Example of practice: Analysis introduction
- Example of practice: Asking questions in academia
- Example of practice: Bridging cultural periods, teachers or courses
- Example of practice: Classroom activity with Prezi as a collaboration tool
- Example of practice: Classroom fieldwork
- Example of practice: Collective supervision
- Example of practice: Conceptual speeddating
- Example of practice: Discussion practice
- Example of practice: Exercises in oral presentation
- Example of practice: Extracurricular student presentations
- Example of practice: European Capital of Culture on the curriculum
- Example of practice: Facilitating study groups
- Example of practice: Feedback on written exercises
- Example of practice: Feedback on web communication
- Example of practice: Fieldwork in rural districts
- Example of practice: Form for assessment and feedback
- Example of practice: Group feedback on individual papers
- Example of practice: Group supervision on individual projects
- Example of practice: Guidelines for beginning your master's thesis
- Example of practice: Handling language issues
- Example of practice: Ideas for master’s thesis at graduate intro
- Example of practice: Interdisciplinarity in teaching
- Example of practice: Interpretation with hermeneutic shock
- Example of practice: Language education with relevant digressions
- Example of practice: Learning diary
- Example of practice: Learning with blogging
- Example of practice: Lightning round evaluation
- Example of practice: Logbook course
- Example of practice: Looped feedback on student products
- Example of practice: Master´s thesis idea bank
- Example of practice: Master’s thesis supervision - Matching the writers and the supervisors
- Example of practice: Material exercises: Study of archaeological source material
- Example of practice: Memory exercise
- Example of practice: Mentor instruction
- Example of practice: Multicultural group work
- Example of practice: Neighbour discussion
- Example of practice: Online intercultural exchange
- Example of practice: Oral feedback on audio file
- Example of practice: Oxford Debate
- Example of practice: Participation in Aarhus Food Festival
- Example of practice: Participatory academic communities
- Example of practice: Peer feedback with the Text Feedback Game
- Example of practice: Peer-to-peer feedback with Google Docs
- Example of practice: Portfolio for research and academic methods
- Example of practice: Poster session
- Example of practice: Presentation with response
- Example of practice: Questioning texts I
- Example of practice: Questioning texts II
- Example of practice: Repetition sheet
- Example of practice: Research workshop with students
- Example of practice: Round Table
- Example of practice: Search exercise with student teachers
- Example of practice: Scheduled group assignments
- Example of practice: Semester reflections
- Example of practice: Student seminars about youtube
- Example of practice: Student teachers in language courses
- Example of practice: Students as guest lecturers
- Example of practice: Students collaborating with Aarhus 2017
- Example of practice: Students collect research data
- Example of practice: Students contribute to web portal
- Example of practice: Study group and feedback guidelines
- Example of practice: Submission with audio or video file
- Example of practice: Supervision on supervision
- Example of practice: Supervision seminar for lecturers
- Example of practice: The academic youtube video
- Example of practice: The art of asking questions
- Example of practice: Treasure hunt at the library
- Example of practice: Wiki for preparation and presentation
- Example of practice: Working with student teachers
- Example of practice: Written exercise with peer assessment