A strategy to stop repeating some mistakes is to take notes about how a lecture, demonstration, or activity worked for that class.  Take notes of your lesson-planning notebook. When preparing for the next class your notes will help to changes what you need to make class easier.

Students that disrupt the learning of others can be detrimental to the success of the other students in the class. Being able to help control this situation if it happens will help to put a stop to bad behavior. There are many skills and resources given to help with the situations is they arise. 

As an instrucrot you need to make sure that you include all of the students in discussions and activities. It ican be easy to let the center-stage student take over, so you need to make a sure that you are not overlooking the quieter students. There are many techniquies that you can use as an instructor to round out the quiet and outspoken students. 

WIIFM- Make sure that all of the content can fall into this for students and the instructor. By using the golden rule the instructor can make sure the 10% that need intervention know that everything is in the syllabus. 

Students can lose their enthusiasm about the subject quickly if they don't know how they are doing in the course. Immediate feedback helps them to know they are doing well or shows them areas in which they need to improve. Make sure to use the "Ah Ha" moments to help with the episodic memory. 

When students see applications and illustrations of how content can be used, they will be able to store the information in their minds and then retrieve it when they need it  or  working memory. Learnativity= active, move, participate. The acronym REFOCUS is a great word to keep in mind when thinking about the classroom. 

Students have many life experiences that have given them many different kinds of skills. They want to use these skills to develop knowledge and expertise to achieve their career goals. This can be done in a lot of ways. Call them by name, give feedback that is fair and caring. Have fun in the classroom by being transparent with the students. Reinforce and reward them to see a higher rate of success.

Realizing the external and internal factors of students behaviors can be extremely helpful in the classroom when working with a diverse age group. By assigning students of different ages to work together in small groups, there is an opportunity to develop an appreciation for what each student brings to the class and can contribute to the group effort.

Involve students in the evaluation and reflection of the classroom questioning process by choosing a monitor to be responsible for tracking how many questions are: teacher or student, open or closed, factual or conceptual.

This shows students that you want to improve the quality of your questioning and that of theirs too.

The most common types of questions used in the classroom and the most effective types of questions was a great comparison. I feel that I am now more aware of the types of questions that are needed to create an environment for better student learning. Realizing the difference in how the question is asked will help guide the classroom in a more productive manner.