I have been instructing for 20 years and learned quite a bit from ED 117.  I enjoyed how it incorporated teaching techniques for various generations.  I could relate completely.  I thought some of the suggested activities are worth trying in class for sure, especially the Performance Contract asking the student to set their goals.  It reiterated the importance of critical thinking in every class.

I have been instructing for 20 years and learned quite a bit from ED 117.  I enjoyed how it incorporated teaching techniques for various generations.  I could relate completely.  I thought some of the suggested activities are worth trying in class for sure, especially the Performance Contract asking the student to set their goals.  It reiterated the importance of critical thinking in every class.

Fortunately my classes are small and I have a visual on all students.  I usually set up a seating chart for myself the first day so I can start memorizing names.  I find that most students choose the same seats for the entire class that they choose on the first day.  They are welcome to move, of course at any time, if they choose.  I also start calling on students by name the first day.  I generally spend ten minutes with the students introducing themselves and allowing the other students to ask them questions.  It really breaks the ice and… >>>

I like your method of leaving a seat between each student during exams.  I have small classes, tend to know my student fairly well and wish them to fee that I believe in them (which I do), thus I wouldn't suspect cheating from my honest dedicated students.  The above method leaves me an equitable way of treating all students fairly withoout displaying any sense of distrust during exam time. It is a stressful enough time for them. I've always asked the students to please place their books away from them and to turn off their cell phones during exams, but I especially like the idea… >>>