This section was a good review for types of questions. It takes more time to consider how to create a "good" test that students realize. Different types of questions also foster various level of understanding and application.

I am guilty of asking poor questions, I guess. I often ask "does that make sense?" or "Does anyone have a question?" I need to rephrase my questions and help students turn a wrong answer into a right answer. I liked the Harvard video of the female instructor who would lead students to eventually get to the right question so they were successful. I am not sure I can do it, but love the idea.

The flipped classroom is a new concept for me. I teach a career tech elective. I try not to give homework, since I am not a core subject. A flipped classroom would not work for me. I like technology...sometimes. My students want to Google a one-word answer instead of reading the textbook which explains and gives examples. I think they would remember more if it made sense in the context of information, not by googling a quick answer.

I have a hard time finding an interesting activity for every day's lesson. And, finding a conclusion activity that is not just questions and answers. I understand that if it is interesting or fun, they are more engaged, but that is hard to do on a daily basis for every subject/content. Also, some activities that I spend hours planning and doing do not go over well with students. They lay their head on the desk like they are not interested. I cannot engage all students every day.

I definitely have the problem of time. Each class is different. One class will finish 15 minutes early and the next will not get finished. It's hard to keep all classes at the same place in content. Some classes like instruction, while others like independent work, and yet others, like activities.

I don't like confrontation with a student. I do not like it when they argue with me. I set clear expectations and due dates. I do not like accepting late work because it is not fair to those who turned the assignment in on time, it does not mimic the real working world, and does not instill the importance of deadlines. My students often try to copy work after I have returned it and then try to turn it in late. I explain that the work is to help them learn concepts. Copying does not help them learn, especially when… >>>

I like the idea of focusing on the inattentive students. Randomly call on students to summarize the lesson. So, all students know I might call on them.

I have learned some very interesting things so far. I like the "what's in it for me?" idea. It will take extra time on my part to incorporate this into each class. I understand the importance of the syllabus, but I like the comment of uses boxes and color and font to draw attention to important points. I like the paper airplane exercise to use at the beginning of the year. I loved the Harvard instructors' comments about how she gets someone talking and directs them and continues until they feel like they are smart and encouraged to speak even… >>>

I have learned a lot about the numerous kinds of disabilities and how they affect processing information. I do find it hard to address all of the different problems with many students in a full class of typical students. I do not want to draw attention to them, but find it hard to keep repeating and postponing due dates to allow for additional time. If I allow them to turn it in late, other students want to turn their work in late, too.

Secondary schools are required to make accommodations/modifications for disabilities. Accommodations do not change the grade level of content or task. Modifications do alter the grade level of content/task. However, since post-secondary education is elective and universities do not receive federal funding, they do not have to provide such. A student has to be a good self-advocate to let the instructor know how he learns the best.