Sometimes the amount of information to present the material is not enough so removing part of the content to fit the time is an strategy used deliver the material. Is that a good strategy? Let me know what you think

I'm an instructor at a for-profit career college. Frankly, our admissions requirements are minimal. In my classroom, I often find myself teaching groups of students who possess widely differing background experiences and varying levels of academic achievement. If I design my lesson plans to cater to the lowest common denominator, my academic achievers become bored and restless. If I raise the bar a bit higher, however, my academic strugglers become discouraged and give up. What can I do to reach a middle ground while still meeting all the course objectives and allowing every student to feel empowered?

Good grades are necessary to get a degree and a degree may open the door to get a job but a job may not last for long if the student lacks soft skills. Good study habits are necessary to succeed in school but good work habits are necessary to succeed in you job

For example, in a biology class, some students may want to become nurses, others biologist and maybe some others biochemical engineers. I agree that field trips are good for students but for example taking students to a coral reef may be interesting for a biology major student but not so much for a biochemical engineer. I would assume 2 or 3 trips per term might be OK to give all students the opportunity to see something in their field. Are 2 - 3 trips per term too much? Is 1 trip per term too little? Any feedback is welcome

I have found that with a program like ours that is strictly layed out we may have days where we run through the information or do the activities too fast. This tends to leave us in a lull of time. I think that the tips that were given were beneficial in helping reduce the lull. As well as giving me additional ideas to keep my students on track for that information we just learned.

always have two plans for each week.

make sure you can keep the students focused, and ready to learn what you are teaching

make sure you keep them happy and give them projects to do in groups to get to know other students.

make sure you keep the students focused and give them some projects also.

if they are to unsettled and getting restless make sure you give them a break and then restart a little different topic after wards.

I keep my students informed of their current status at least every two weeks. Problem learners are advised by me to use a student tutor and readjust their learning styles. Students may also meet with me during specified office hours.

In order to meet all the different learning styles in the classroom, I feel that as an instuctor one of my main objectives is to adjust my teaching style to meet this variety of student learner.

Every instuctors main goal should be to educate or students. We should always try our best to bring out the positives in each and every student. Their success is also our benfit in turning out better professionals.

The personality of the instuctor and their mood sets the atmosphere for the class on a daily basis in my opinion. The attitude should be one that is friendly and respectable. Always professional.

I always use an electronic gradebook and it has worked well for me. I started using both, paper in class, then updating the electronic file when I got home, but realized it was double work for me and not effective. Instead, the result is to immediately update my electronic gradebook after class and stay disciplined. I've cut down the time in going back and forth, & am more efficient with my time.

I enjoyed the suggestions when there is too much class time and not enough work. Our classes are 4 hours long and sometimes as small as 1 or 2 students. Which means covering the content for the week usually takes about half the time as it would in a larger class.

I use my PP slides as a guide, almost as lecture notes to myself. I ad-lib most of my lecture. Having the slides displayed behind/beside me allows the students an opportunity to see what I'm going to touch on next, as well as shift their eyes to focus on something else for a while.

I have two classes in which there are more than one student who have no interest in the subject matter or learning the material. The entire class is spent making smart remarks and trying to get the attention of the other students who are trying to learn. As the term progresses their behiavior has gotten worse despite attempts to calm them down and respect the other students. I have tried many of the techniques discussed in these forums, without positive results. Any suggestions?

I know that some performance tests or proficiencies are not given a high enough grade to make the student want to attend their labs. The lectures grades are always the highest, ie, tests. It is equally important that the student knows how to effectively transfer what they have learned in lecture, and then be able to apply it in lab.

I have found that is it so true that when you give a student their grade as soon as possible, they are mot only so relieved to know their grade, but then they can let go and move on. They can also ask guestions, that may be of help to them for the next test.