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Attila Zink
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Discussion Comment
How do we expose students to "problem solving" skills in such a way that they experience success when they have little or no critical thinking ability?
In addition, many student base their answer upon their opinions. When challenged with the "questioning approach", many shut down and refuse to explore any other possibility than their own.
Discussion Comment
As educators, we teach more than just informational content. We are expected to teach students the skills that are required of them once they move on to the workplace. One of these skills is giving their attention to the person leading the discussion. This could be the project leader, manager, boss, CEO...whomever. I usually just remind my students that taking a call or texting during a meeting is a good way to get unwanted attention and could lead to them being fired. It seems to work. What other things can we say to encourage professionalism and respect with cell phone… >>>
Discussion Comment
Does anyone know where a good test for emotional intelligence (EQ) can be found?
Preferably online.
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I have considered providing a pretest to assess student skill and comprehension of previous material. However, in the past, when I have done so, I have been met with a considerable amount hostility from students. They often feel that it is unfair to test them without letting them prepare.
I assure them that it will not affect their grades, but this does little to assuage their fears.
Any suggestions as to how I can make the pre-test more palatable?
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I am finding that when I do comprehension checks of information presented, there is a considerable amount of distortion of the information.
I am wondering if anyone has any insights as to how/why students will distort presented materials with incorrect information. Especially with ideas that were never mentioned in class, show in the presentation or written in the book.
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I have always had difficulty teaching abstract scientific concepts to kinesthetic learners.
What are some good suggestion for teaching things that can't be seen, heard, or touched?
Discussion Comment
During both the evaluation process and the coaching process, information is gathered about a person. How can you keep information gathered during one process from influencing/interfering with the other?
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In the past, I have roamed around the classroom to keep conncetions with students. However, recently I have been teaching in much smaller classrooms and roaming is not as easy. In fact, movement around the front almost seems as if I am just pacing back and forth (only about 6 steps each way.)
Any suggestions?
Discussion Comment
Just wondering if anyone had some good suggestions as to how to handle things when a group absolutely does not get along.
I hate the thought of breaking them up and reassigning them. However, keeping them together leads to poor contributions and sometimes outright hostility.
Discussion Comment
The presentation included the thought that students will appreciate and respect the hard work by the teacher when exams are returned quickly. However, I have found that most students expect instant feedback (by the next class meeting at the latest) and become quite irritated when their expectations are not met.
In this day and age of instant gratification, is our effort to provide instant feeback helping our students? After all, in the real working world, instant feedback with regards to important matters rarely occurs.
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