Much of my teaching at the undergraduate level takes place in moderate-to-large sized sections of perennially popular classes like Personality and Psychopathology. In this context, I have a responsibility to impart the basic information needed for subsequent coursework or eventual professional training. I have an equally important responsibility to help students learn how to evaluate information relevant to their personal development, health, and social lives. The method relies on energy, enthusiasm, organization, and flexibility. I try to use vivid examples to develop "thought experiments" about course topics and I try to develop classic experiments as stories with a logic and a point, rather than focusing on too many specific details.. For example, I might illustrate the negative interpersonal impact of excessive emotional ventilation by role-playing an individual complaining incessantly about stressors and eliciting students' reactions; or I might describe the methodology of a classic study while students imagine themselves as participants and ask them to report how they might respond. I encourage questions and am willing to depart from my prepared notes if the answer to a question might stimulate discussion consistent with the topic and with the aspirations noted above. The challenges I pose for my students involve mastering new factual material and being able to use it while thinking critically. The support I provide comes in many forms, most of which are quite familiar: Lecture outlines, study guides and other handouts, availability during office hours, flexibility for students with special circumstances. For example, the vast majority of students are most comfortable being assessed with multiple choice exams. Because I want student's scores to reflect what they are learning (as opposed to test format), I provide the option of an essay version. I encourage hard-working students whose results are disappointing to consider trying the essay version.