I try my best to incorporate at least three different learning styles each class period.

I like to play the game "One Truth, Two Falses" in order for students to get to know each other and for the instructor to get to know the students better.

I like to read through each activity in the textbook before deciding for certian on which ones I would like ot utilize in class.

I teach in the English Department and I have found that games and activities used when teaching grammar is much more effective than other traditional methods.

There is nothing so nerve-racking as the first day of teaching! Also, there is nothing more true than the benefit of experience. I particularly like the discussion on being a teacher who is well liked or one who is respected. It is a fine line, but most teachers need to realize the respect part is superior!

I do everything that I can to prvent the temptation of cheating for the students. We typically do review sessions, have seating charts during the exam to create good space between each student. No materials other than their pen/pencil are allowed. Finally, I NEVER allow them to use their computers to write an essay exam, etc.

This was a great module. I have a student who is consistently drawing or doodling on his paper or anything he can get his hands on. He also talks out of turn and tells stories rather than ask questions or give constructive comments. I love the observer role!

In order to explain assignments to students, particularly with essay writing, I bring as many examples of that type of essay for them to look at. I try to find a couple essays with diverse topics so that they can see that a definition paper has a whole host of topics to write about.

My greatest challenge thus far has been working with a young lady with Dyslexia. Not only does she have problems with reading, but that spills over into her writing as well. After discussing with her previous successful techniques, we decided to practice reading aloud together to build her confidence and focusing on short, simple sentences and editing those sentences several times before moving on. Her content is always fantastic and she is a smart girl, she simply needs more time and intense focus than the other students.

This past quarter, I have dealt with two particular students that required extra attention for two very different reasons: Learning disability and ESL learner. Actually, I was able to confront both issues with a similar fix. For the stduent with dyslexia, we work on forming short, simple sentences that that student can focus on and not get distracted. I used a similar technique with the ESL student who has also improved in writing over the quarter.