help to all teachers

1. Six Things That Make College
Teachers Successful
1.Study the knowledge base of teaching and
learning. ...
2.Accept all who enter the classroom door. ...
3.Plan for instructional management. ...
4.Teach with a variety of strategies. ...
5.Use assessment to inform students of their
achievement. ...
6.Keep the passion.

2. Tips for Faculty Teaching for the First Time
As you take on what is likely to be a new experience of having full responsibility for teaching
courses in your field, you will also be learning to balance the time you spend on teaching,
research, and service to your department and the University. Even if you have already had full
course responsibility as an assistant to instructor, you will be taking on a new role of authority in
the eyes of the students.
The following tips are meant to help you strengthen your effectiveness as you make the
transition into this new phase of your teaching career:
Take Advantage of the Resources Available to You
Before the Semester Starts: Course Planning
Before Each Class Session or Office Hour
During Each Class Session
After Each Class Session
Working with Students
Recommended Reading
Take Advantage of the Resources Available to
You
Do your research. Ask your colleagues about what you can expect of Washington University
students. Ask them what they wish they would have known about teaching before they taught
their own courses for the first time. Your colleagues can provide helpful insights about teaching
specific courses and about teaching in general (what works and what doesn’t).
Learn about and participate in Teaching Center programs. The Teaching Center’s
professional-development programs for faculty include workshops (such as a lunch-time series
for junior faculty), Teaching Strategies handouts, and scholarship on teaching and learning. For
more information, contact us.
Before the Semester Starts: Course Planning
Start by defining course goals. Rather than beginning by defining the content your course will
cover, start by defining your goals for student learning. Establishing what you want your students
to learn (including both knowledge and skills) will help you determine the appropriate content,
teaching methods, assignments, and exams.

3. Consider your expected enrollment. Keep in mind that the methods and approaches you use
will be shaped not only by your course goals, but also by the size of the class and the types of
students who will be taking the course (majors or non-majors; first-years, seniors, or a mix; etc.).
Begin the process early, at least six months in advance if possible. Give yourself plenty of
time to plan the course as well as to order or otherwise make available to students all necessary
materials. If you plan to set up a course Web site, seek out any needed technical assistance well
ahead of time.
Set high, but realistic, expectations for student learning and achievement. Your students will
rise to the occasion and meet your expectations, but only if you plan and approach the course in a
way that will provide them with the tools they need to succeed. (See Designing a Course.)
Developassignments and exams that will help your students advance their thinking. For
example, begin with assignments that require them to recall information and define terms, then
work up to lengthier assignments and exams that ask them to apply, analyze, synthesize, and
evaluate. (See the discussion of Bloom’s Taxonomy of Educational Objectives in Designing a
Course).
Establish the course policies. Establishing all course policies, including those pertaining to
academic integrity, grading, and attendance, before the class begins will go a long way toward
preventing problems. Keep in mind that it is always easier to set clear, even rigid policies at the
outset and then be flexible later on, when the occasion warrants, than to try to enforce more rigid
policies later in the semester. When applying course policies and discussing them with students,
make it clear that fairness to all students is your goal. All policies should be included in the
course syllabus (see Preparing a Syllabus).
If you are supervising Assistants to Course Instructors, communicate with them before the
semesterbegins. Determine and explain all assistant to instructor roles and responsibilities.
Ensure that assistants to instructors understand, and have opportunities to ask questions about,
the course content and policies.
Check out your classroom and any available multimedia. You can see details (including
photos) of your classroom by using the Classroom Directory on the Teaching Center Web site.
However, it is always best to visit the classroom yourself, so that you can familiarize yourself
with the layout and any available multimedia. If you are teaching in a University-managed
classroom and would like to schedule a multimedia training session, call The Teaching Center at
935-6810.
Take time to prepare for the first day. Prepare to teach, rather than just to introduce the course
and its requirements, the first time you meet with students so that you can give them a sense of
what to expect in the course. You should also be prepared to explain all course requirements and
policies, and to give students a clear idea of what you will expect in terms of their participation.
Practice your first class session, preferably in the classroom where you will teach. Rehearse how
you will use the chalkboard, how you will manage the time, when you will pause to ask
questions, how you will present yourself, etc.

4. Before Each Class Session or OfficeHour
Prepare. Preparation is the best cure for nervousness or uncertainty. Ensure that you have a
grasp on the course content as well as access to all necessary materials, including textbooks, lab
equipment, and other resources.
As you prepare for each class, help session, or office hour, do not merely go over the same
content that the students are learning. Take a broader view, considering the ideas and
assumptions behind the content and anticipating questions that students, who may be seeing this
material for the first time, will ask you.
Having a “Plan B” ready to go if your “Plan A” does not go as anticipated will help you maintain
confidence and control. For example, sometimes a discussion that you expected to last 15
minutes is over in 5, but still achieves the goals you had in mind. Rather than letting the class go
early because you have run out of ideas, you can devote the remaining time to another activity
that will help the students learn the material (e.g., summarizing the key ideas of the day, asking
the students to list what they see as the key ideas, or presenting a problem or mystery that you
will solve during the next class).
Plan to use a variety of teaching methods. Expect that your students will bring into the course
different learning preferences. While some may be active learners who prefer to solve problems
in order to learn concepts, others are reflective learners who prefer to master concepts through
uninterrupted reflection. Recognize your own learning preferences and make efforts to extend
your approach beyond those preferences. In other words, do not assume that you can teach
something in the same way that you learned it and get the same results with all of your students.
You can be most effective if you combine teaching methods to reach as many students as
possible: for example, combine verbal and visual explanations, explain concepts using both a
“big-picture” and a detail-oriented approach, and give students opportunities for active learning
and reflection. (For more information about the learning preferences referenced here, see
Professor Richard Felder’s web site.)
Get organized. No matter what teaching methods you are using, you can enhance your students’
learning and gain their appreciation if your classes are well organized. Each class period should
have a clear beginning, middle, and end.
Try not to “cover” too much material in a single class period; include time to summarize
important points and make connections to material that you covered during the last session.
You can present more information and ideas in a lecture, for example, if you do not summarize
and make connections; however, you will reduce the likelihood that the students will learn and
retain all of the material (see Teaching with Lectures and Teaching with Discussions).
Get emotionally ready for each class. Set aside time right before you teach to focus your mind
on your goals for that day and to look forward to teaching—to interacting with students, helping
them learn the day’s material, and responding to the questions and ideas that they bring to class.

5. During Each Class Session
Arrive early, start on time, and end on time. Showing your respect for everyone’s time will
encourage your students to do the same. Arriving at the classroom early will allow you not only
to set up for class but also to talk with students informally. This informal interaction will help
you establish a rapport with your students, which will in turn help them feel confident to
participate in class and to ask for help when they need it.
Interact with students; include opportunities for active learning. Demonstrate from the first
class that you are interested in what students are thinking. Include plenty of opportunities for
students to ask and answer questions. While a lecture course will provide fewer opportunities for
interaction than a discussion course, you will find that students will be able to learn and retain
more material if you pause every 15-20 minutes to ask questions or to ask students to apply a
theory, solve a problem, or discuss a debated point. (See Teaching with Discussions, Teaching
with Lectures, Asking Questions to Improve Learning, and Increasing Student Participation.)
Show passion for the subject and for your students’ learning. One of the most effective ways
to inspire your students to learn is to show that you are truly interested in, and excited about, the
course content and their learning.
When responding to your students’ questions and comments, use both verbal and non-
verbal cues to show them that you are listening and engaged. Do not use this time to look
down at your notes or remind yourself of the next topic. Students can perceive these actions as
indications that you are not truly listening to what they are saying.
Be flexible. Be prepared to have good days and bad days in the classroom. If you are not getting
good results teaching in a particular way, try something new. For example, if the students in your
discussion or recitation section are extremely quiet, break them up into smaller groups to solve a
problem or answer a set of questions.
If students appear bored, include more opportunities for active learning. Pause in the
middle of class to have students ask and answer questions, provide examples, or solve problems.
Do not assume that students look bored because they know the material and then decide to speed
up your pace; it may be instead that they are having trouble understanding what you are
presenting to them. It may also be that they are sleep-deprived, as college students often are.
If you do not know the answer to a question, say so. Tell the students that you will find an
answer, and then get back to them. Present the answer to the entire group during the next class;
do not let the matter drop. You do not need to be all-knowing to maintain your credibility. One
way to lose it, in fact, is to bluff by giving an answer of which you are unsure and that students
may later find out to be untrue. Model intellectual curiosity and honesty. Your enthusiasm to
learn something new will inspire your students to follow your example.
When asking questions, do not be afraid of silence. Often, silence means that students are
thinking. Do not give in to the temptation to end the silence by answering your own questions,

6. which will only convince students that if they wait long enough, they will not have to think
because you will supply the answers for them. Wait 5-10 seconds for an answer. If, at that point,
you are getting blank stares and quizzical expressions, rephrase your question. (For additional
questioning strategies, see Asking Questions to Improve Learning.)
After Each Class Session
Jot down brief notes on how it went. Take five minutes to note what worked and what didn’t,
as well as any new ideas that occurred to you while teaching. Include these notes in your lecture
notes or lesson plan, so that they will be readily accessible when you are preparing for the next
session or teaching the same course again. If you wait until the end of the semester to reflect on
how the entire course went, you will have forgotten the specific details that will be helpful to you
later.
Make any necessary adjustments to your plan for the next class session. For example, will
you need to clarify or review any material from the session that just ended? Will you need to
start at a different point than that which you had anticipated? Do you need to make changes in
the way that you present material? Is there anything you can do to improve student participation?
Anticipate questions that students may ask in office hours, review sessions, or subsequent
classes. Prepare answers, as well. Do not stick to the material itself. Take a step back to consider
why this material is important, what difficulties a novice learner might have with it, and how you
might explain it in ways that appeal to different learning preferences (e.g. visual vs. verbal
methods).
Working with Students
Learn about your students. As with anything that you are communicating, you can be most
effective when you shape what you are teaching for your specific audience. In general, be
cognizant of your students’ level of familiarity with the course material, as well as their relative
intellectual capabilities: for example, undergraduate students will not be prepared to discuss
ideas at the same level of complexity and ambiguity that you became accustomed to as a
graduate student. Therefore, you may need to adjust your own language and approach when
teaching undergraduates.
The more you know about your students’ academic backgrounds and abilities, the better able you
will be to help them learn what you would like them to learn. You can learn about your students
by asking your colleagues about their teaching experiences, by paying attention to the kinds of
questions that students ask, or by administering diagnostic exams or informal first-day
questionnaires.
Be proactive when dealing with student concerns and complaints. Some students will feel
comfortable coming to you throughout the semester to ask questions. Others will struggle on
their own and need encouragement to seek help in office hours or help sessions. First-year

7. college students, some of whom may be accustomed to excelling academically with less effort
than is now required, may have a particularly tough time asking for help. Presenting yourself as
approachable and interested in their questions and concerns will go a long way toward
encouraging students to ask for assistance when they need it.
When students come to you with a complaint, take the time to listen to what they have to say
before responding. Keep the discussion calm and focused. When you do respond, keep in mind
the importance of sticking to your course policies (e.g., on grading and attendance) and
University policies (e.g., on academic integrity violations). To ensure fairness for all students,
you should make exceptions only when circumstances warrant, and not in order to end a conflict
with an individual student. If a student is complaining about a grade, explain the justification
behind the grade, but eventually turn the conversation to strategies the student can use to
improve her or his performance on the next assignment or exam, or in future courses.
Seek out assistance when you need it. Often, a student’s academic performance is affected by
non-academic issues such as medical concerns or personal problems. If you suspect this may be
the case, or if you have simply noticed that a student’s academic performance has declined
suddenly, you may find it helpful to consult with the student’s academic advisor or Student
Health Services. See the Teaching@WashU page for a link to The Teaching Center’s guide to
these and related Washington University resources.
What are common reasons why you might seek out professors for assistance?
 You've fallen behind in class because of illness
 You've failed a test or assignment and do not understand the course material
 You have questions about the requirements of a given assignment
 You need advice on the subject of your major
 You cannot reach the class teaching assistant during his or her posted hours
 You need clarification on policies and/or schedules

8. Communicate with Your Professors
1. Get to class early and sit near the front.
2. Ask questions/ make a decision to get involved.
3. Answer questions or make comments about the lecture or reading.
4. Have a positive attitude in class. ...
5. Greet your professor outside of class/ remember their name.
6. If you don't understand s
6 Tips for Dealing With Tough Professors
1. Adjust your expectations. ...
2. Be patient and open-minded. ...
3. Take advantage of office hours. ...
4. Show your professor that you're a great student. ...
5. Seek help from your advisor. ...
6. If all else fails, consider dropping the class.
Top 10 Ways to Give Your Professors the Respect They Deserve
1. Pack up when they dismiss you, not before. ...
2. Say “thank you” when you leave the room. ...
3. Don't argue with them. ...
4. Address emails in a friendly, yet professional manner. ...
5. Use their proper title. ...
6. Have respect for classmates and the classroom environment. ...
7. Express interest in the subject. ...
8. Don't use your phone
9.Top 10 Ways to Give Your Professors the
Respect They Deserve
10. By Emily Gerber • VCU Contributor February 12, 2016 at 9:53am
11. Twitter Facebook Pinterest
12. Email
13. Professors are some of the hardest working people out there. Not only that, but they
dedicate their lives to teaching younger generations and insuring that their students leave
their class a more knowledgeable person than they were before they entered it. As a way
of saying thank you, take the time to show your professor that you appreciate and respect
them!
14.

9. 15.
16.
17. 1. Pack up when they dismiss you, not before.
18.
19. There is nothing more annoying, both to fellow students and your professor, than the
sound of backpacks zipping, papers ruffling and supplies being shifted around during the
last few minutes of class. It’s a disturbance to those who are trying to listen to instruction,
and honestly waiting to pack up will benefit you too. Oftentimes, professors will
purposely close class with important information or assign homework at the very end,
making it easy to miss with all of the commotion. It then has the potential to delay the
class’ agenda because some students will take extra time to ask the professor to repeat
instructions.
20.
21. 2. Say “thank you” when you leave the room.
22.
23. Remember that professors are probably just as bummed about being at school as you are.
Although they do not have to take tests or write papers on a regular basis, they do have
the grueling task of conveying complicated information well, so cut them some slack.
Thanking them for their efforts in making you a more intellectual, well-rounded human
being is the least you can do!
24.
25. 3. Don’t argue with them.
26.
27. While you might not agree with everything they say and some classroom environments
permit a debate, it is incredibly rude and disrespectful to contradict them otherwise.
Remember that your professors are the ones who control whether you pass or fail the
course!
28.
29.
30. 4. Address emails in a friendly, yet professional manner.
31.
32. Chat speak, improper grammar and failure to address and sign your emails, among other
things, all apply here. College is preparing you for a career and life as a functioning adult,
and one really cannot function without knowing how to communicate in a considerate
manner.
33.
34. 5. Use their proper title.

10. 35.
36. Oftentimes, college professors have continued their education to get their Ph.D., meriting
them the title of “Doctor _____.” If I was in their shoes, I would not want to pay all of
that extra tuition money, study that much harder and get that much less sleep without
people recognizing my degree!
37.
38. 6. Have respect for classmates and the classroom environment.
39.
40. Everything runs a lot smoother when all students in a classroom have respect for each
other. Discussions are civil and differences in opinions are understood and accepted,
rather than argued. Mutual respect for peers creates a healthy and collaborative learning
environment, and a professor will very much appreciate being able to teach the class
without any excess drama.
41.
42.
43. 7. Express interest in the subject.
44.
45. More than likely, if a teacher chooses to dedicate his or her life to teaching a certain
subject, he or she really enjoys said subject. Imagine being passionate about something,
but spending hours every day teaching people who loathe it. Not only that, but trying to
convince people why they should think it’s awesome. Asking questions, staying attentive
and making relevant comments make grueling classes much easier, for both the professor
and students!
46.
47. 8. Don’t use your phone.
48.
49. If you’re going to sit there and text for an hour, why are you even in class? This is a
given. Please.
50.
51. 9. Be on time.
52.
53. Late students can throw off a class’ schedule, cause disruptions and convince a professor
that they do not care enough about the class to arrive on time. Tardiness once or twice is,
of course, not a big deal, but when it becomes frequent, that’s when problems arise.
Please try to put a little more pep in your step and get yourself to class on time! The old
adage “Early is on time, on time is late and late is unacceptable.” applies here.
54.
55. 10. Introduce yourself.
56.
57. By no fault of the professor, students in large lecture halls can quickly become a number
on an attendance sheet. Especially in classes with one hundred or more students, taking a
few seconds to introduce yourself to your professor can make a huge difference when
putting a name to a face.

11. Semester after semester, I’m surprised by the number of students who don’t know how to
communicate with me — or who go to great lengths to avoid it.
On the one hand, I understand — I’m a big, bad, scary professor (hardly). But on the other hand,
I can’t count the number of times I’ve shaken my head and thought or said, “Why didn’t you tell
me earlier?”
If you find yourself at a loss when it comes to talking to professors, here are 10 tips I wish all of
my students knew.
1. Remember, we’re people too.
Back in elementary school, I ran into one of my teachers at the grocery store. I was shocked to
see her outside of school, as though she lived, ate, and slept there. Of course teachers and
professors grocery-shop! They also watch TV, fart, and take walks. Many students seem afraid
of talking to professors because, for whatever reason, they forget that their professors are human.
Sure, we give you grades and bust you for improperly formatting your citations, but we’re also
people who are trying to do a job as best we can — just like you are.
2. Talking to you is part of our job.
Students sometimes worry that showing up to office hours or sending an email is irritating to a
professor. Remember, communicating with students is part of our job! It also helps us teach
better. All students are different — some of them grasp material better during a one-on-one
office-hours meeting. Some of them learn better via an email conversation. When students
articulate what helps them learn best, professors are more effective, and the class is a better
experience for everyone. We have email and office hours for a reason — don’t be hesitant or
apologetic for using them!
Looking to get the most out of a one-on-one with your professor? Check out Squeeze the Most
Out of Your Professor’s Office Hours.
3. Keep each professor's communication preferences in mind
the first time you reach out.
Most professors write on the syllabus and/or state in class their preference for how students get
in touch with them. Office hours are always a safe bet, especially if you have a question that will
take some time to discuss or if you want to get to know your professor better.

12. Most professors are happy to receive emails, as well, though my policy is if I can’t answer your
question in roughly five minutes, it’s better to talk during office hours. If you’re not sure, just ask
your professor whether email is OK for asking a question. Most professors don’t want phone
calls, and we certainly don’t want text messages.
4. We’re not mindreaders.
A few years ago, one of my students wrote in his end-of-the-semester self-reflection essay:
“I have a very introverted personality along with severe social anxiety that does not allow me to
ask questions publicly, so I got very little from class periods. Couple this with office hours that
conflicted with my schedule, and I was left with almost nowhere to look to for help.”
I had no idea this student felt this way. He had been getting B’s on his papers, and he never
emailed me to ask a question or try to schedule an office hours appointment at a different time.
Professors are not mindreaders. They can’t know something’s wrong unless you talk to them.
The above student could have avoided lots of frustration and angst if he had simply emailed or
talked to me at any point throughout the semester. The same goes for students who are ill, have
religious or athletic obligations, or are struggling for any reason. We may not have realized
what’s going on because we’ve got 60 students, but that doesn’t mean we don’t care.
5. Don’t suffer in silence.
After you realize your professor isn’t a mindreader, the next step is to ask for help. This is really
difficult for some students, perhaps because they want to seem like they’ve got everything under
control. The vast majority of the time, problems can be resolved quickly and easily if the student
speaks up.
Here’s an excerpt from another student’s final essay that exemplifies this:
During an in-class meeting with my professor, I mentioned that I had absolutely no idea where I
wanted to take my paper. As we talked through ideas, a lightbulb exploded in my skull. In one
instant, the veil was lifted and the path was illuminated. A very important lesson was learned on
that tremendous occasion, one that in all likelihood should have been learned much sooner: the
resource potential of professors/teachers. It was the back-and-forth with someone who really
understands the subject matter that allowed me to discover that I had actually already formed an
opinion, I just wasn’t previously able to articulate it.
If you speak up, your professor can — or certainly will try to — help you.

13. 6. Be proactive.
Don’t wait until the night before a paper is due to email your professor with questions. If you get
a difficult assignment, ask questions as soon as you can. This will save you time and trouble
down the road. If you know weeks in advance that you have three finals on the same day that
your final paper is due, ask for an extension right away. Professors rarely grant extensions right
before a deadline, unless there’s an extenuating circumstance.
Asking early demonstrates foresight and shows that you haven’t slacked off or procrastinated.
The same goes for absences. If you know you’ll need to miss a class or two, email your
professors ahead of time to tell them and to ask about how you can make up the material.
7. Communicate about anything that may affect your
performance in the class.
There are many obstacles that may arise during the semester — difficulties with classes, too
many extracurricular activities, too many shifts at work, homesickness, trouble making friends
(or problems resulting from having too many friends!), a new environment and roommates,
illness, stress … the list goes on and on. Sometimes, students think that if their problem isn’t
academic in nature, they shouldn’t tell their professors. But students should tell their professors if
something — anything — is going to negatively affect their classwork.
That doesn’t mean you have to disclose everything about the long and painful breakup you’re
going through; students should share as much as they’re comfortable sharing. It’s enough to tell a
professor that you’re going through a hard time, or that you have personal issues that make it
difficult for you to study or sleep. The professor will check and make sure you’re OK and
perhaps refer you to a helpful organization or office on campus. More importantly from an
academic perspective, the professor will understand why you’re off your game. This doesn’t
mean you’ll get a higher grade, but a professor will be more likely to grant an extension or take
into consideration your personal circumstances.
8. Use proper etiquette and grammar.
Most students are polite in office hours, but etiquette goes out the window over email. I’ve
gotten emails from students that simply say, “What did we do in class today? Let me know.”
You can get in your professor’s (and later, your employer’s) good graces by politely and
appropriately writing to that person.

14. Here are some quick pointers for emailing your professors:
 Always start with a, “Hello/Dear Professor X.”
 Request — don’t demand — whatever you need (“I can’t make your Thursday office
hours and was wondering if you’d be available to meet another time.”)
 Give options! (“I could come to office hours between 12–2 on Monday or between 1–3
on Tuesday. If that doesn’t work, I could send you an email with my questions.”)
 Thank your professor at the end and sign off with your name.
 Proofread! Even though it’s just an email, I still cringe if I see a typo or text speak (“tx, c
u l8r!”). Proofreading email is a good habit in general.
Worried about making a mistake in your email to your professors? Read Tips from an English
Teacher: 7 Most Common Grammar Mistakes.
9. Don’t ask questions if you can easily find the answers.
As much as I encourage students to ask questions, I inevitably get at least a dozen emails each
semester asking me when my office hours are. This isn’t a content question — it’s basic
information. So basic, in fact, that it’s on the first page of my syllabus. It’s also posted online.
Don’t ask professors about something they’ve already told you the answer to, especially if that
means you obviously haven’t read the syllabus (a document that professors pour a lot of energy
into). Similarly, check assignment instructions before asking a question about a paper or project
that is due; the answer you’re looking for may already be in your possession.
If you have a question about content, it’s also good practice to demonstrate to the professor that
you’ve already tried to figure out the answer on your own. For example, I get dozens of emails
asking about citations. Citations are tricky, which is why we go over them in class numerous
times, and I make handouts with tons of examples.
Instead of emailing me asking, “How do I format a citation for a TED talk?” I wish my students
would check the handouts, textbooks, or do a Google search. The best approach would be for the
student to attempt the citation herself, and then email or show it to me after class to check. That
way, I know she’s tried, rather than asking me first.
Email allows for more casual and frequent correspondence, which is both good and bad.
Emailing a professor a question shouldn’t necessarily be your first step — trying to find an
answer to the question yourself is (unless it’s a nuanced question about a source or something
like that).
A good guideline is this: Is the question one you would have asked the professor via office
hours if you didn’t have email? If not, you may want to see if you already have (or are able to
find) the answer to the question.

15. 10. Accept responsibility.
Ultimately, you’re the one in charge of your education. Students often shift the burden onto their
professors, whether they realize it or not. I get lots of emails that say, “Please look over my
introduction and get back to me with comments as soon as you can.”
I’m happy to look over the introduction, but especially during peak grading time, I may not be
able to get back to you right away.
I always appreciate when a student comes to see me in person — it’s the most efficient way to
communicate, and it indicates that the student is willing to spend the time to get the answer,
rather than sitting back and waiting for the answer to arrive. You don’t want to put a professor in
that position, and you don’t want to put yourself in the position of waiting for a response, either.
If you missed class, it’s on you to approach your professor to get what you need. “Help me help
you” is what I always tell my students.
Professors are there to help you succeed and guide you through the class. Remember that they
are trying to help lots of people learn challenging content, so make it as easy as possible for them
to understand what you are looking for, and respect their time. By keeping these ideas in mind,
you’ll be able to communicate effectively and get the most out of your education.

16. Examinees may also check for the results within December 2019 as recent two exams were
released in less than 20 working days.
Here's overview of previous CLE:
Exam Date Total Examinees Total Passers Passing Rate Days before results release
June 2019 20,797 7,998 38.46% 13
December 2018 41,341 14,324 34.65% 15
June 2018 21,894 7,307 33.37% 12
December 2017 36,516 13,025 35.67% 21
June 2017 20,819 5,202 24.99% 12
October 2016 34,768 10,901 31.35% 25
April 2016 16,435 3,928 23.90% 11
October 2015 29,591 9,671 32.68% 24
April 2015 14,696 4,337 29.51% 13
October 2014 28,187 12,245 43.44% 26
April 2014 13,873 4,688 33.79% 9
UPDATES
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may also monitor release of results on PRC's official website (prc.gov.ph).
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A-G Passers List: November 2019 Criminology board exam CLE result

17. TELL US YOUR THOUGHTS!
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1.
AnonymousJanuary 6, 2020 at 7:59 PM
Waiting for CLE result. Hopefully, pumasa si kuya this time at maging Criminologist na siya.
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2.
AnonymousJanuary 7, 2020 at 3:40 AM
Lord as he strive hard for his dream , may his dream came true guide him whatever the result we
always thankyou for your blessings and guidance we put all the things with you.
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3.
AnonymousJanuary 7, 2020 at 7:40 AM
Today na po ba release ng CLE result? Good luck po sa lahat ng takers!
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4.
UnknownJanuary 7, 2020 at 8:43 AM
Please oh guide us him... please pass them all especially to my... please oh lord... criminology
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5.
UnknownJanuary 7, 2020 at 11:17 AM
Antagal naman mairelease ng results😓
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6.
UnknownJanuary 7, 2020 at 3:47 PM
May result na po ba ngaun?
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RESULT: November 2019 Criminology CLE board exam list of passers
MANILA, Philippines – The Professional Regulation Commission (PRC) and the Board of
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19.  RESULT: November 2019 Criminology CLE Board Exam List Of Passers
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