The most important aspect of assessments is on day one “ensure the student clearly understands how their performance is going to be evaluated”. Once the student understands the standards – it is up to the student to earn the grade. This allows each student the opportunity to develop their time management skills and demonstrate their professional responsibilities.

I believe you should not waste the students’ time. This is why I try to ensure everything is set up and ready to go 30 minutes prior to the class start time. This gives me the time to review the lesson plan, power point slides, handouts, and ensure the all the materials are in place for practical exercises. The students stay motivated when they see you are organized and prepared to teach.

I find that giving the students actual cases to correlate the new information with helps a ton. Plus they love to hear the stories as well, they listen with excitement hoping to someday experience these cases.

I really enjoy creating Power Point slide presentations for the students. I try to make them as informative, interesting and entertaining as possible. I will often add some tasteful humor which catches the students off-guard and is always very well received, and breaks up the monotony of lecture. When I have the students do their presentations for class, they always add a little humor in their P P presentations as well. Must be working!

I find on the rare occasion that I am not fully prepared for class, that it is so much harder and stressful to manage the session. Looking back, almost always, whatever kept me from being "on my game" was not close to being worth the extra work involved in "winging-it". Be on your game. The students deserve it! They are who we are here for!

I think these are valuable tools for the students and have learned important rules in regard to setting up power point presentations that will keep the students engaged.

For a Technology School, pre-testing adults is a touchy situation. If the pre-tests are too hard then you will loose a prospective student. If the pre-tests are too easy they may be setting them up for failure. Ron

When I teach I use Power Points, Videos, Hands-on and some lecture with a lots of example scenerios. I feel the more methods you use the better the chances of a student retaining the information. Ron

I think that teaching adults is much harder than K12 students. Adults want value for their education and it is hard to tell adults what to do, you must guided them. Ron

When I began to instruct I was thrown right into it. I had to learn by trial and error. Mainly because my personality is like that of a regular classroom intructor. In my time I have learned to channel my strengths and make my classe a joy to be in. As well as work on the weaknesses i have.

We use the portal for grading. Everyday after class I post their grades - I also grade daily for classroom performance. My students know this and I tell them if they have any problem with their grade to talk to me the next day. I always write a comment good or bad about their day. The students seem to really like this and realize I am truly watching them in class

Whenever I speak about a new subject I always tell the about an experience I had out in the real world

I love using powerpointe in my class. I also print them up - it really helps my student to able to listen more to me and just jotting down notes as a speak

I feel with my students when I can take them on a field trip they are ecited. It helps to break up the bordem in the class and helps them to see the real world

I always try to assign fair point values for a specific project. For a culinary example: If a student assignment is to create a plate of food containing a protein, a starch, a vegetable and a sauce, and each of those are to be evaluated. I try to assign a resonable point value for each, so, the plate total might be only 20 points - 5 points for each component. 5 points is realistic as the instructor may evaluate 5 areas like taste, temperature, consistency, cooking technique and appearance. Some instructors inflate point values to 100 or even 200 points in order to build high point values for the course. But how is a sauce on a plate worth 50 points. What could make that sauce earn 47 points instead of 48. too confusing for the student.

It can be difficult to manage our time between full-time work, teaching, and home. I find that I work best if I take a few minutes to plan ahead. I get out a notebook and start considering what is ahead and what I need to do to be prepared for it. For instance, last week I decided I would show a film tonight in class. I first started with a Post-It note to remind me to rent the movie prior to class. Then I put in my calendar to call the school to make sure I had the equipement I need. In this case, I didn't use the notebook, because I often also use Post-Its and my calendar. I also often call my office phone to leave myself messages. I use what I can to plan and prepare and I don't simply leave it up to my memory and last-minute decisions.

For some time, I have not offered extra credit or bonus points. My assessments have sufficient variety and a balance of group work and solo work where there is no need for subjective grading. This helps me defend grades because students earn the grade they get - period. Students who ask for extra credit, in my opinion, are looking for easy ways to increase a grade despite the fact that the rest of the class was prepared timely and made the effort when the effort was required. Many of those students do not check their progress through available means, such as the electronic grade book. I can print each student's grades periodically, but I'd like to see students take a greater interest in their progress. I see all of this as connected. Am I on the right track with my observations?

All schools have students with inadequate backgrounds. Not all are related to socio-economic backgrounds, in my opinion. I see many students with a desire to work and to learn, but few skills or habits that help them succeed. Many have no real habit of looking beyond the page that is before them. They do not look up words they don't know. They do not take time to put terms or concepts into groups of similar items. They do not know how to compare and contrast terms and concepts. Writing skills are often lower than some grammar school student's skills. I am often faced with trying to teach learning skills on the fly and then I run out of time for the substantive materials. I always have a Plan B for the substantive materials, but I seem to get tripped up by other factors that should have been resolved long before the student enrolled in college. This is not a shot at my school. I see this at every school, even elite post-secondary institutions. It is easy to anticipate this problem. It is difficult to resolve it.

extra credit is givent to students as an exrta grade. And not intended to boost their failing grade

make sure that you choose a course to teach that you are somewhat strong in or have a good background or knowledge of what they teach cause nothing is better than knowing what you have done before.