I agree that it is important to understand your personality style. We have done that at out school and I have found it to be very helpful. Not just for myself, but in understanding other personality types. I also think it it very valuable to observe other instructors. Everytime I do I always learn new method, tips or techniques that I can use in my classroom. I wish that more opportunity existed to observe others!

I found the best two forms of evaluation is a written essay and multiplechoice

Student have different learning styles. I use all styles in my class. I have the students read the chapter and write 10 questions from the chapter. I lecture on the most unanswered questions and then I have the class do activities on them. My powerpoint slides have responses during the slide and sometimes I have the students write down their questions and wait until after the slide to see how much they can retain.

My main objectives is to teach the students how to study, What to look for when they read, and how to breath during a test. My powerpoint slides are sometimes colorful and comical. After the slides, I do a activity then send the students on a break. Before I finish the slides after the break, I do a review with the students to see how much they remember.

I always make a schedule of what I expect the students to do during the semister. This gives the students that they will pass the class because they could either prepare the work early and hold it until it's due or if they miss time from class they won't feel like they are falling behind because they know exactly what they missed and they can prepare it for their return to school.

Personally I like to use power point to allow students the opportunity to take better notes. It helps reduce the need to keep the pen scribbling away and allows their ears to be open more. Cognitively they can only focus on so much, so if they are writing only the details that i discuss above and beyond the ppt, i feel they have more resources to think about the content and ask questions.

How do you accomodate students with dislexia, I've tried to test them in different setting to allow them to read to themselves,I've also tried to read the test to the individual. I know they know the material, the issue comes from spelling. I'm talking simple spelling words such as "this", "mean" and so on. I want some advise on how to help them at such a late stage in their life, I believe that they can learn how to do it, but how else can I possibly help?

While reading the section Creating and Troubleshooting Grading Methods, When Your Test Doesn't Work, I was horrified to learn that your best advice to me was: Sometimes as you are working late into the night on an exam, the brilliance of your mind is reflected in your test questions. Unfortunately that "classic exam" of which you are so proud at 2:00 am may miss the mark when it is actually given. You can't just throw it out because from then on, your students will claim that each exam is bad and should be thrown out. What you can do is record the scores from the first exam, tell the class how disappointed you are in their scores and that you are going to give them another chance on another exam. You then rewrite the exam, review the materials with the class and give the new exam. Am I understanding correctly that the CEE suggest that I lie to my students, not take responsibility for my actions, tell them that they scored badly and then make them test again? I think that’s dishonest on so many levels.

apply a balance of most of these styles is sure to resonate with the majority of students

I have a student that has a learning disability,but her hands on knowledge is great.She did a presentation and i rewarded her with extra credit due to the effort she put into it and the presentation.Am I wrong for doing that

Do you add additional questions that will not be on the test, but they should know for their skills they are training for?

Our school policy is to deduct points , but UI prefer your suggestion of an alternate test for make up

Are some more effective than others?

Can pp presentations be used too often?

How can you change your style of teaching?

In 99% of my classes, all of my papers and assignments have been graded with percentages. I am used to getting 95-100% on all of my papers and assignments. In one class I had recently, though, I got something back and I had a 40 on it! Imagine my panic and confusion! When I emailed the instructor about it, she explained that the assignment was worth 40 points, so essentially I got 100%. I didn't understand her logic at switching from the format that everyone had been used to, all thru their program at this school. Some items were worth 5 points, some 50, it was just ridiculous and hard to follow. I never knew where I stood. Therefore, I think it is very important for an instructor to follow te same grading format that is standard at the school. Otherwise, it just causes unnecessary confusion.

A good group activity, time filler, or active learning tool is to have the students make the class kind of like a gameshow. They can throw it together in five minutes, or you can plan ahead and have them plan it for a later class period. They can write questions, or answers, and play it like Jeopardy. Candy makes great prizes! Another thing is to have them work together to make up fun mnemonics to help them remember things. Prizes for the best or funniest ones can be distributed. It can be pretty entertaining.

I think students benefit from seeing a colorful presentation onscreen, having the handouts with clear, small versions of the slides and space to take notes. Being green, though, I encourage everyone to fit at least 3 slides per page, and copy them double-sided.

There are two traveling exhibits going around the country, The Body, and Body Worlds. Both are excellent and would be a huge benefit to anyone in a field where anatomy is part of the curriculum. I highly recommend taking your classes to these exhibits if they come to your area.

I think both are complementary and "necessary now". Hard copy is baseline. Electronic copy is a "boon" to students, allowing them daily access to, and an "overall view" of their performance. The "overall view" is an "eye-opener" for some. However, some students have poor computer skills and do not easliy access electronic markbooks, so I carry an up-dated, class copy of the electronic marks with me so I can immediatley furnish them to students, if they ask. Mark Sedlock