The idea of pretesting is a great option to implement prior to shifting subject matter topics. It also may show if they have actually done their assigned reading. How many questions would be advisable though?

I am constantly observing the students as I am instructing the class. The largest downfall I see for student are cell phone. What I did to rectify this problem is absolutely prohibit cell phones in my classroom. They are a destraction to the student using them as well as to the students around them. I have a cell phone basket at the front of the room by the door. On the first day of class I give the students handouts of the classroom rules and go over this hand out in detail. Once I finish I have them sing a signature page stating they understand the rules and agree to follow them to the letter. I call this page a contract. One of the rules I have put in this contract is as follows: Absolutely no cell phones are allowed in class. Please leave your phones in your car. If you ride the bus, there will be a large basket marked cellphones on my desk. Please turn your phone off and place it in the basket. I do not want to see any student on a cell phone during my class. Tell your family and friends to contact you before or after class. If I see you on your cell phone during class you will be asked to leave and participation and classwork points will be zero for that day. THIS WILL BE STRICKLY ENFORCED!!!! I don’t want to see you plugging in your phone to charge either!!!!

This seems to be becoming more prevalent in schools today. I find that they work so hard to be able to keep up with the other students. I find myself catering to them which mightt not be the best thing in the long run. Should they be able to use dictionaries or be allowed more time on exams?

We expect our students to submit their work on time with diligence. As such, we as the instructors must return graded assignments on time. To complete your assessment of student progress, I find it important to follow up with guidance on the assignments. Students must receive valuable feedback to all quizzes, competencies and projects. We are doing them a dis-service by not following through with the material they may not have learned and what better way to ensure they have gained knowledge than by following up with a graded assessment.

Even the best plans can falter. Being over-prepared with back up activities is essential. It is also important to continuously update your activities to ensure that you are meeting your students needs and to prevent burn-out for you the instructor.

It can be easy for an instructor to rely to heavily on the powerpoint. A poorly crafted powerpoint can have catastrophic results. Over the years, I have seen great and not so great powerpoint presentations. The overloaded, unorganized powerpoint will confuse and frustrate students. The use of powerpoints can also but distance between the instructor and the class as the instructor's back is turned to the students and they end up reading each slide word for word. While an effective method of instruction, I would caution the less experienced instructor on the over use of powerpoint.

As a new instructor I went into my classroom with the mindset that I was about to give an award winning performance. I had feedback on the students in the class and found out that they were less than responsive to new instructors. I have to say the news I had on them was slightly intimidating. With that being said, I figured what do I have to loose if I go in with an abundance of energy. My class started and ended with a hook to get the students excited and by the end of the term, this class who had less than stellar attendance, achieved one of the highest attendance rates for the entire school. Feedback from the students showed that they responded to the energy and passion shown for their career path. The connection between the "real world" and the classroom makes the difference.

From my past educational and teaching experiences, here are a few different approaches to ice breakers that I utilize in my classes: 1) Note Card--on a 4 x 6 index card, have the students answer a series of questions on the card (e.g. why are you taking this class?, what are your career aspirations?, what are your hobbies?, etc.) in order to get to know your students a bit better. You can go around the class and have students answer the questions, but make sure to collect the cards at the end of the class to be able to reference. 2) Circle Introductions--go around in a circle (just as the module indicates) and ask the student to introduce herself, say what brought them to that particular class, a hobby or unique quality, or any other question that you find fitting (this is ideal for smaller classes). 3) Name in a Bucket--have the students put their names on a piece of paper and crumple it up and put all of the names in a bucket. Have each student draw a random name out of the bucket and after all of the names have been picked, have the student pair up with the student on the piece of paper and learn three facts about them. After a designated amount of time have the student introduce their partner to the class.

We use a Learning Management System that is constantly updated with grades and viewable at any time by the students and, if utilized fully, keeps students from sliding into too much trouble. I can keep students from getting too far behind, or having too many poor grades on homework or quizzes. Having current, accurate grades available to students as much as possible really helps students understand when they are doing well or falling behind. I have found it to be very beneficial.

We get a good number of former students visit our school. I like bring them into the classroom and interview them before the class. Their success is great motivation for current students. No doubt, they always reinforce what we teach.

I used to teach at least one of the first semester courses each semester, so I always knew where the students' knowledge and skill levels were. Lately, I've been teaching upper level courses exclusively, so I have to use a Pretest to see what was learned in first semester. Sometimes, I'm really surprised at either 1) what the students didn't learn or retain, 2) what may have not even been taught to them, or, worst case scenario 3) what may have been taught to them INCORRECTLY. Having a solid Pretest helps me and the students address so many issues, challenges, and potential problems before these things even arise. That way, class can be smooth and productive without anyone getting too frustrated.

I have used video, PowerPoint, skills lab with hands on training, group discussions and board work in my class. I am looking for additional innovative teaching strategies that can be used to keep my students engaged. Any suggestions?

what are some different evaluation tools for students

My approach thus far in teaching is to email my PowerPoint to my students a few days before lecture, preparing the classroom, slide show, notes, and any other housekeeping issues well before students arrive in the classroom. I start class promptly at the designated time and take hourly breaks to give students the option of movement. That being said, I have at least three students that constantly sleep during class regardless of what is happening in the classroom. Any suggestions on how to curb this type of behavior in the classroom?

when is a good time to assigned extra credit

how do you keep the attention of students when lecturing?

how is adding power point to lecturing helpful?

support is very important, as well as material.you has to take notes.

everyone has their own objectives, but standards or a different story.everyone has hteir own standard

let's let the students decide