I have taught the incubation method to my students who have issues with clinical issues, theory versus real life. Students are first to point out when instructors deviate from concepts, and what I have told students is that they need to step back, analyze if this is truly a wrong way (which is what comes to thought initially), or just a different way (which is usually the answer).

After reading in this last section a definition of being smart, being that of not knowing but of knowing how and where to get the information, and how we use this information, has greatly helped me in understanding how to teach my students and to have a greater understanding of different types of "smart" students I have.

I have found that many returning learners are resistant to problem solving questions. I even have students do role-playing of a certain subject and then we analyze what was correct and what needed more guidance. I believe it is do to the "new style" of learning, and taking student out of their comfort zone...ideas...

In assessing your students, how long into a course should you be concerned that a student may have a critical thinking issue? Some students I see halfway through a 3 month course still struggling, when should I intervene?

Do you find yourself using many different types of teaching styles or do you just stick to a few that work for you?

How do you know the line between too much private information about yourself when introducing yourself to the class for the first time?

How many times is too many when altering a syllabus after the course has begun?

How far in advance should you pass out a lecture outline?

How do you find a happy medium between professionalism and forming a bond with your students.