At my school I often do informal ops to see what other instructors are doing and how it relates to things I have done or may try.

Taxonomy is a new term for me. I am looking foward to using it in various levels of student learning.It will help me in writing lesson plan objectives.

What is the best way to get the students organized for a field trip?

I have gone through the Program and has worked in the field for 8 years and to present the cirriculum makes teaching easy & fun, my delivery system makes clas time / learning fun.

I prepare myself a week in a advance the day before I make sure i have enogh handouts,and extra projects that I want to incorpaorate.

I allow the student to make up a test the next time they come to class but I let them know that it is their responsability to come to me to make it up.

Sometimes what you have planed to do such as using the overhead, it may not work.

By using different techniques I find that each student learns in different ways.

I find that if you are early for class and have everything you need prior to class, then the students are more relaxed. And to them it seems that you know what you are doing and teaching.

Test should challenge students but also be used to gage the overall comprehension the student has acheived from the material. This tells me whether or not I can move on or are there students that still need additional help or clarification.

A lesson should touch every different learning style throughout the entire session. This will help to engage each student. Some students may seem to not be engaged, but when check point questions are asked, the student can answer the question. So are were they engaged or do they have a prior knowledge of the material?

The biggest key to have a successful power point is to remember that your slides are just summaries and should not be over crowded. The presenter should expand from the key points on the slide.

My favorite quote for students and instructors is "Failing plan means you are planning to fail."

Hi. I teach anatomy that is designed to have 2 hours of lecture in one location and then 2 hours of lab in another. I find it really difficult to keep them interested in my lecture for the full time. Lab seems easy because I have all of these activities planned that are fun. What are some suggestions to integrating the two together when they are held in separate classrooms, and keeping the lecture portion relevant and as exciting as lab time?

I always go over the grading scale with my students and let them know that class particaption is 10% of their overall grade and a quiz will be 20% of the overall grade and an exam will be 30% and their final exam is 40%, if they do a project it is usually 30% of their overall grade, then at the middle of the course I go over their grades of where they are at that point in the class, so they have an idea where they stand and what they have to do to either keep their grade where it is at or maybe bring their grades up.

I ENJOY A FIRST DAY ICE BREAKING SESSION OF INDIVIDUAL INTRODUCTIONS.WE GO AROUND THE ROOM STATEING AGE,WHERE WE WRE FROM,MARTIAL STATUS,KIDS,HOBBIS,SHORT TERM GOALS,LONG TERM GOALS ECT. MAKES FOR A GREAT ICE BREAKER AND ALOT OF LAUGHTER.

What I have found helpful is putting together study groups. We all meet once a week and I am there to oversee and answer any questions that may come up. I have found that my student's test averages have gone up and (I feel) there confidence has increased. In doing so, my student retention has gone up as well.

Before new lesson to be taught, I have students read the lesson and jogged down questions. I focus on main points of the lesson plan, stay on subject. Allow enough time for Q/A at the end. If students that have many questions have them wait after class.

I like using the chalk board, and I agree that the best thing is to write the information as you discuss the information. I think this is a more effective way of re-inforcing, too, what I am saying, as I discuss, then write down my point, and review the point afterwards.

As an instructor, lessons are key. If you don't have a lesson then you set up the class for chaos. There may be too much time left with no instruction and that tends to lead the students to believe that either you don't care or you don't know the material.