When I teach critical thinking as a part of my courses I have the biggest issues getting student to correctly define the issues. I appreciated the way this course broke it down into immediate issue and long term issues. So often when dealing with conflict there is a loss of focus on the actual issue rather than the supporting and resulting issues. I often try and have student break down a complex problem into smaller more manageable sections until they come to the root of the problem. This can be a lengthy process. Are there any suggestions to a more… >>>

I work for a career college where are syllabi are written by other people. On the one hand this is helpful because it clearly lays out the objectives they are seeking to cover, but on the other hand it is necessary to make constant adjustments to the syllabus to accommodate the differences in classes and paying attention to their individual needs. I find myself using the syllabus as a guideline more than as a road map. I don't want to downplay its importance but I also trust my judgement once I have taught a class a few times to anticipate… >>>

I like that the lessons reinforce what i am already doing well and give great applicable suggestions for how I can improve my classroom.

In my current teaching position most of my students are older and fit perfectly into the model of an adult learner. However, I occasionally get students who are of traditional college age and expectations. I feel like I lose them a little because they do not approach the work or class with the same mindset that the majority of my class does. I also feel that my younger students receive less of my attention because they are often more technologically savvy and need less help. Should I feel guilty about this? I always receive positive feedback about the class from… >>>

I teach career development at a career college. Because I am the first instructor most of the students have, I have incorporated a lot of student retention theory into my courses. Part of my teaching style, both to achieve my classroom objectives of creating a safe and effective learning environment, and to foster a sense of inclusiveness for the students is to have a strong interpersonal connection with my students. However, occasionally I wonder where to draw the line when asking students to share their personal and valuable experiences and insight. I want to use the valuable life experiences my… >>>

I often focus my exams and evaluations on content application not rote memorization of terms or concepts. In order to demonstrate that they have understood the concepts I have covered I ask questions related to the material and ask my students to relate it to their own experiences or career goals. This works as an excellent way for me to get to know my students aspirations more personally so I can better tailor the educational experience for them. However, I am finding it difficult to find a balance between grading for content of the essays and being distracted by lack… >>>