just want to say Powerpoint is very very help...

The best tool to have when assessing students is a grading rubrics. Students need to know what content is being graded and what expectations are being graded. Usually the students will perform to your objectives.

Since I teach mainly at night it is very difficult to plan and execute many field trips, therefore, I use guest speakers in the business world to come to class to give insight as to what to expect in the real business world. I try to have about three speakers during a quarter maybe more from insurance, banking, manufacturing, mail-order, legal, law-enforcement, retailing, distribution, sales, and customer service. We also set up an activity where we sell food items and the students must please their cliental. This really has been fun because we have several cliental who are asked to be difficult.

I have found that if the students know what is expected during the lesson they will work hard to provide what is asked. Since I move from room to room sometimes I get tied up in my first class and get to my second class on time but not any sooner and I have not written an objective on the board or the PowerPoint isn't up, the students will ask what is the objective for today.

I have found if the students know the rationale behind using a certain method to learn an item then the students will put forth twice as much effort when trying to learn subject. Students want to know how they will use what they are learning in their chosen career.

In technical school I use "Tell me about yourself." I start off by telling them about myself and that I teach full-time in a high school setting, sponsor PBIS Team and FBLA.I also tell them that I have three grown children and six grandchildren. I also give the life history of my family which they can relate. Now I have each student tell about their families,where they work, job experience, high school from which they graduated, hobbies, interest, and what they have heard about the class. This helps me to plan subject content as well as to pace the class according the students abilities. I try to challenge every student by grouping--advance student with an not as experienced student. I also have extra sessions so students can have one-on-one attention if the need arises. The students can ask for these sessions by e-mail so other students do not know what is going on; however, every student in the class know they can ask for help through this media. I meet the students before class or after class, on Friday's and Saturdays. This seems to be all that is necessary to bring students to work that their fullest potential.

How much homework should be assigned?

Is it a good practice for students to read out loud, if the class is 5 or less students?

What are the best type of handouts, pic or all words?

It is amazing to me what a challenge it can be to understand who to effectively allot for the time needed for a subject. I teach such a diverse group of students that it is quite a balancing act. At best, right now, my lesson plans are a best guess.

In my teaching area, a lot of students want to pursue this field because they think they will not have to do paper work. They come in thinking they will be able to remember anything they need to know. Our school develops their note taking skills from the first day of class, and hopefully, the students realize they cannot remember all pertinent information. your lesson plan must be paced so the slowest note taker can keep up, sometimes this means slight changes to your delivery.

I find that one item seems to be missing here. I find that including relevent field trips in a class adds a professional perspective for the students. Often times I arrange field trips to events put on by the local AIGA and AAF chapters. It gives the students a "real world" opportunity to interact with other design professionals. My students are often more invigorated by these events and it opens them up to looking at their projects from a more professional perspective.

During the past two terms I have had small groups of students who probably were placed in classes prematurely when they had not yet taken classes which would have benefitted them for the course there were enrolled in. I find it more complicated to bring them up to speed, especially when most of the others in the class are at a more advanced stage of their programs. I tried an "experiement" two terms ago which seems to be working. I've paired the less experienced studenst with a more experienced student to be a class mentor. That has seemd to pay off for the whole class and has helped bring the less experienced students up to a higher level sooner.

I've made field trips and used Guest Speakers to talk with my class. Due to my subject matter, Political Science, my Guest Speakers add a lot to my lectures and cement many of my points and give first hand current information, that the text lack. With the rapidly changing world of Politics,Guest Speakers provide the latest laws, rules, and procedures that impact the political arena.

Having a differentiated evaluation system will determine student's academic level and provide opportunities for success. It also helps me to self evaluate.

it is necessary to train my students for their own safety, desired protocols and to get the job done at a faster pace through repetition.

One's personality and attitude towards the subject matter impacts how the instructor is seen by the student. It allows me to reflect on my own leadership style in the classroom and adjust accordingly.

It's funny but the characteristics of different instructors remind me of teachers that i've come across in my life.

It was good knowing the difference between Summative and formative…it was terrific in terms of thinking of supporting student learning throughout the course versus assessing student knowledge at the end of the course.

It was terrific learning that we should always have a plan B in case the lessons we planned don't pan out as we anticipated. Sometimes as instructors we get really passionate about plan A. This knowledge encourages us to think more flexibly.