Making the students write a short essay on the first day of class will give the instructor an idea about the students' strengths and weaknesses. Instructor should explain to the students that the essay will not graded. The instructor should also explain that the essays will help the instructor reinforce their strengths and overcome their problems. This is useful on the first day of an English Composition class.

In the syllabus, it is best to include the graded assignments and the corresponding percentage to be assigned to that particular assignment. For example, a research paper would be 40 %of the total final grade. Sometimes, an instructor could change the distribution, say to 30%, so I think it would be safe to add a caveat that the instructor could change that at his/her discretion and the students would be informed of this change.

Which method of instruction do you recommend for groups larger than 40 students?

How often should an instructor do in-serice training?

How do you handle a situation when you have a student who does his or her best but continually shows signs of extreme weaknesses in a course? What can you do or say not to hurt that student?

As an instructor, how do you manage or deal with a student who wants to dominate every discussion and answer every question that you have presented?

The reading in module 1 suggests giving students a handout with an outline of they key topics that are going to be covered as well as listing on the board the most commonly asked questions about that day's topic. Do you all do both of those or just one? Or do you do something entirely different at the start of each class?

I initiate a discussion on learning disabilities when reviewing the syllabus in the first class. I think its important to approach this topic early as a way to help students with learning disabilities feel accepted, increase awareness about instructional supports, and to motivate self- advocacy.

I think it is important to present course content in a manner that is easy for students to understand and to provide real world examples that they can apply to their own lives to facilitate learning.

I have found student learning groups to be valuable in developing classroom rapport and creating a safe atmosphere which fosters student participation. I use student learning groups typically the last half of class for content application activities.

I tend to use the white board a lot so I find it hard to move around the classroom. I think too much movement can be a distraction to students. I agree that movement is important and can be utilized while remaining in a position of front and center.

Being in the field for so long tends to make some people come across to strong I think. I try to let them know that I was once in there shoes and that I still learn each day as well

Visual aid and white board seem to help me get the content across to my students. Them actually seeing something can be the difference in them really getting it.

It's hard to challenge the more advanced students without making the other students feel like they are behind.

REFLECTING on the content with the students is a great way to assure them they are retaining information.

Critical thingking activities is awesome practice for the students confidence and developing skills.Also the student enjoy the method.

I like to give all types test. I do not think that one kind of test should be used all the time. I have work very hard to mix my test up.

I never new just how to make sure that all of my students were getting what they needed from my lesson plan. This has given me a great source to follow when working with my classes.

An effective teacher should be open to learning more about the subject they are teaching. That being said, a teacher should not be closed to learning from their students just because they are students. Learning is learning, regardless of the source. It will make you a better teacher in the end.

This section really makes sense if utilized in setting up a class. If the first thing that a student sees when they walk into a room are the targets for the day (along with any equations, etc.), this will trigger the Primacy method, At the end of the class, reviewing all of these areas will also then trigger the Recency method. Meanwhile, injecting humor and anecdotes into the teaching will often get things going emotionally, showing how the concepts reach an end result, or showing pictures of the steps along the way will trigger visual learning, and utilizing various steps such as pneumonics for learning will help make things unique.