Prepare for teaching
Source: https://teachwell.auckland.ac.nz/teaching/checklist-teachers/ Parent: https://teachwell.auckland.ac.nz/
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Prepare for teaching
Reflecting and planning are essential aspects in preparation for teaching any course.
Image: Glenn Carstons-Peters on Unsplash
Checklist
Academic calendar
Check semester dates at a glance by importing the academic calendar into Outlook (or your preferred calendar app). Your calendar will be populated with University academic dates, but don’t worry about upsetting your own personal calendar—the academic calendar can be toggled on or off.
Note: If the file doesn’t open, copy the file URL and paste it into your web browser’s address bar; that will prompt the file to download.
Technology and software
Connect IT has provided a technology guide for staff working remotely. Other considerations are:
- Ask an IT-savvy colleague to help you with new technologies or contact the Staff Service Centre.
- Make sure your web browser is up to date. Most browsers update automatically, but if you are unsure, see a guide on how to update your browser.
- Install the University’s VPN service (Virtual Private Network) to your home PC. This connects you to the campus network for access to systems that are behind a firewall.
- Download the Two-Factor Authentication (2FA) app to your computer desktop or mobile device and link it to your University login.
- Make sure you can connect to your Home drive (H: drive) from off campus. See the ‘Working from home reference guide’ on how to connect to your Home drive. If you have problems, submit a Staff Service Centre request.
- In addition to your Home drive, consider the free Cloud file storage through Microsoft OneDrive. OneDrive makes your files accessible from any device. Log in to OneDrive using your University login e.g., jblo007@uoa.auckland.ac.nz. If you don’t already have it, download the OneDrive app to your computer. The app looks just like a regular folder on your desktop but everything saved to it will synchronise with your Cloud storage.
- If you require specialist software in your labs, familiarise yourself with FlexIT. This enables off-campus access to lab software. Request access to FlexIT and check the available software list. If something is missing from the list, please inquire through the IT Portal.
- Install Zoom for hosting or joining online meetings (you will need a webcam or at least a microphone). The University also uses Microsoft Teams to message colleagues or make video calls. For videoconferencing, your internet download speed should be at least 1.5Mbps (megabits per second). Check your speed at www.speedtest.net and talk to your Internet Service Provider (ISP) if required.
- For any other University licensed software, contact Connect IT software services through the IT Portal.
- Identify the room/lecture hall that you will be teaching in, read up on how to use the lecterns or attend a demonstration session and check equipment/technology available in the room.
Student information
- Familiarise yourself with the information sent to students by the University and what support services are available. This may help minimise duplication of effort and mixed messaging.
- Have you updated your course outline?
- Check for students that have learning and teaching adjustments in your course on the Faculty Access Portal to get arrangements organised, e.g., special accommodations for tests and exams.
Canvas checklist
- If you don’t have access to this semester’s course in Canvas, contact your faculty Course Access Authoriser.
- If you wish to copy content from last year’s Canvas course into this semester’s course, please review the guide on Canvas’ Course Import Tool.
- Work through the Canvas Baseline Practices to incorporate good design principles into your course.
- Make sure assignments are created in Canvas and added to assignment groups. Visit our guide on how to prevent most of the common issues by checking the assignment and Gradebook settings in your course.
- You may like to know how to relink and reuse past Panopto videos and H5P content in Canvas.
- Decide on what stance your course is taking on the use of ChatGPT and other AI tools in coursework.
- Incorporate messages into your course that promote academic integrity; refer to the academic integrity summary checklist. Include an academic honesty declaration into your assignment instructions.
- Make sure your Canvas course is published. Similarly, remember to publish any modules, pages, assignments, discussions etc., that are ready to be released to the students. Do the same for any new materials that you create during the semester.
- Familiarise yourself with how course streams (Sections in Canvas) are identified and how you can communicate with specific sections.
Communications plan
Have a communications plan and let students know how they can contact you. You may have your preference, either through Canvas (Inbox) or by email.
Example course communications plan
| Week | Date | Message | Target group | Canvas announcement | Discussion board | Video |
|---|---|---|---|---|---|---|
| Week 0 | Mon | Welcome all students to the unit and introduce the teaching team share: −Canvas site −Getting started module and welcome video −Unit of study outline | All students | |||
| Week 1 | Mon | Remind students of the week’s lectures −Warm welcome for the week −Lectures − how to find the room −What to expect | All students | |||
| Same message as above but with additional message: “We have noticed you have not yet logged onto Canvas, is everything ok? Please try so here ” | Students who have not logged into Canvas | |||||
| Week 2 | Mon | Notify students about the week 3 Quiz assessment (15%) and provide information about simple extensions and special considerations | All students | |||
| Week 3 | Mon | Welcome to week 3 and introduction to the discussion board for questions | All students | |||
| Wed | Reminder the quiz is due in tomorrow – good luck & resources to support. | All students | ||||
| Fri | Follow up with students who have not completed the Week 3 quiz: −Check-in (“everything ok”) −We have noticed you haven’t submitted this, −Please contact us −Reminder on late penalties and link to Assessment Procedures (2011) | Students who did not complete the quiz | ||||
| etc. |
An example communication plan template, outlining weekly messages to students across different channels. It details the timing, content, and target audience for announcements, reminders, and follow-ups, utilising various communication methods such as Canvas announcements, discussion boards, and video.
Table reproduced1 and licensed under CC BY-NC-SA 4.0
During the semester
- In the first week, facilitate elections for class reps; they are your conduit to understanding your students’ learning pain points. Add their contact details to the course.
- Provide a weekly guide for your course (download a weekly guide template). State what your students will learn this week (learning outcomes). What tasks do you need them to do? Give clear instructions on how you want students to prepare for and do during and after the class.
- Monitor weekly discussions. Be careful not to ‘jump into the conversation too soon’ – the teacher’s presence can sometimes stifle a discussion. Still, you do not want them to continue with obviously incorrect assumptions.
- Make sure resources are available to all students – remember to publish your Canvas pages, assessments etc.
- Familiarise yourself with the Guidelines for Coursework Extensions, or simply bookmark it for when you need it.
- Record your class sessions and make these available to all students.
- Consider conducting a formative evaluation of your course to understand your students’ pain points. You may be able to adapt your course delivery accordingly.
See also…
*Page updated 16/02/2026 (updated links to Instructure guides)*
- Clarke, S.L., Frawley J.K., Kalman, E., Denham, R., Miller, B., Martin, R., Bridgeman, A.J., & O’Shea, S., Liu, D.Y.T. (2024). Green Guide: Enhancing the learning experiences of students from equity backgrounds. The University of Sydney. https://doi.org/10.25910/cdd2-ef89. ↩