I have recognized some the symptoms of learning disabilities through homework assignments, etc. I am still trying to figure out how to best talk to them to offer help without making them (the students) feel awkward

Because we are a vocational field, I find that it really lets the students know your strengths when I share with them my experiences on the first day. This sets the tone for the expectations as well

Because we turnover classes so frequently, we see a lot of students who think that they can teach the class because they have already done what we are teaching. I am not sure how to exactly handle those types of students. I tend to pull them aside to remind them that I am the instructor

I find that it really helps the students to gain an idea of what they can expect from the class by having the students give their own life experience as it relates to the class. This is accomplished on the first day of a new term while discussing the syllabus and the expectations of and for the class

Is it unfair to ask the same question more than one time on an exam?

What are some ways to handle upset students with their mid-term evaluations?

I often will ask my students questions that at this point in the class they should know the answers to, however, the question can sometimes just hang in the air while the student tries to come up with an answer. Other times when this happens, there can be another student busting to answer the question, but then I worry that they student who was asked the question will not learn the answer if someone else answers for him/her...

In the field that I teach, a combination of learning tactics are widely used. Much of what I teach is by physical demonstartion, but in order for the students to really understand what I have just demoed, they need to get the tactile component in.

I find that it can be very easy to get in a position of putting too much focus on one particular student especially if that student requires extra time. This tends to upset the other students in the class. Solutions?

In my field, motivation can come often in the form of pushing the students to the edge of the learning process. This is more to prepare them for what they are about to embark upon in their chosen field. Would this be considered negative?