I labeled this threa this because I realy do not know what else to call it. When in the lecture part of my class I do this often. I will ask the class about what I am getting ready to discuss. What does this do gets them in the mind thought of ok we are conna cover this and I may want to try and remember the key things he just asked. After the lecture we then go back and I will say "Hey remember the question I asked early about such and such who can know tell me the correct answer. You would be surprised at how this works. Then after i get a correct answer i ask a simple one word question. WHY.

When developing questions, it is important to ask... who, what, where, when, why and how? This is similar to the Socratic method which questions the depth of a topic.

Course content is very important. The accuracy of the marital is most important with how fast the technical trade is changing. The engine of yesterday is so far in the past but still around. Because of systems changes and refining drivability issues with today’s fuel; we will need to make sure that we understand the manufacture and not guess what they are trying to do. The problem that I see the must are instructors guessing what is really going on with the systems and not really understanding. We are better off not saying anything at all or say I do not no, than to give the students a guess to mislead them.

be sure to give positive feedback

every one should be graded equally

you have to figure out ways to get the students involved

you must teach to all styles of learners

As most good instructors know, creating and asking a "good" question is harder than most people think. One of my methods for reviewing for a test is to have the students ask each other questions. I let the students have their notes and handout in front of them. Then each student has to come up with a question. Each student will state their question verbally. If the question is vauge, I will make them restate the question. Sometimes questions are open to the whole class. Other times the question is to be answered by the next student seated. If that student doesn't know the answer, they can pass, but will have to create their own question on the same topic. Sometimes I let them have a mobile shout out ! I like the TV show Cash Cab !

Most of the students that I see passing through my class are more interested in their score on the test than to what the score is telling them. The score only reflects how much of the class material you understood and retained. A low score either shows lack of preparation or lack of mastery of the material. I try to tell my students that what matters is what they learned by the end of the class, not what scores they got on the way, but it's a hard message to drive home.

When students come to my office to ask if they can change their schedule or they want to change the order of their curriculum I always present them with various questions as to why. However, I always make sure that my questions make them feel comfortable so they do not feel they are being intimidated or they inturn feel they are making the wrong decision.

After talking about something I will ask a guestion. About something I have covered 5 or so minutes ago. Just to see if I am getting through to the students.

Any ideas on keeping students awake.

I really enjoyed reading the section on CAT’s. I am going to try some of them in my classes

Are classes are only 3 weeks long and the students all have name badges on. This is required.

I believe our task as a motivator has become a difficult one when dealing with generation Y students. They seem to be less focused and need more guidence to stay on task. More individual attention does not seem to help. My fear is that when we become more flexible to accommodate thier mindset, we tend to make allowances that seem to be counter productive, but if we don't we loose thier interest. Has Anyone else encountered this problem?

In my 8 years of teaching I've learned several things, but one of the things I'll never forget is that each instructor should be 10% advisor, 10% friend, 10% comedan, 20% disiplinarian, 30% actor, 20% roll model. You may not agree wih the percentages I gave to this, but thats what makes us all different. The fact is that you cant be JUST one of these. You have to have a little of all of them if yopu want to suceed in this industry,

I am always in my classroom before any of my students arrive, this gives me an opportunity to be there when they start to come into class. I find that i can then greet students as they enter my classroom which is an icebreaker for them and myself.

Instructors who lead the student's first class on campus have an important role in setting expectations. It's very important the instructor models professionalism in every aspect of student interaction; this sets the expectation of professionalism for the entire lentgh of the program. Students who follow the instructor's example and 'model' this level of professionalism have a good chance of being successful. Instructors who are rather loose (language, punctuality, dress, etc.) almost set the students up for failure, as the student will have a significantally more difficult time on campus and in the workplace if they 'model' these examples of unprofessional behavior.

I have recently within the last year started performing my lectures without using the powerpoints we are given. I feel that the power points hamper my ability to deliver the subject matter at times due to the way it was organized, since I was not the one who organized it. I have been performing these using lecture, hand written notes on the board, tree diagrams, visual aids, tangible physical parts and pieces. I started using the power point more as a way to summarize everthing i talked and discussed with the students during the lecture, rather than as a crutch for teaching by. Don't misunderstand though powerpoints can be a valuable tool, but they are just a tool. This method use took me about a year and a half of teaching with it to get it to the point that I feel is better than trying to follow a scripted powerpoint. It requires a whole lot of lesson planning that I had to review and revise almost every 3 week phase to ensure that I was maximizing my effectiveness. I still don't believe I am done with it. Teaching, just like learning is an ongoing process. Preparation is a key factor to everything. I have torn up, thrown away more note pads and 3x5 cards with things that didn't work as planned or as well as i had hoped than i'd care to admit. The point being no matter what make sure that you actually have a plan, that plan is your "parachute".

I would say that the whole notion of being a friend vs. being a pal is important. This is my first year teaching, and I've come to realize (the hard way!) that being too close can lead to problems. Basically, the students begin to think of you as a peer, and then they don't respect the rules of the class room because they feel that it doesn't apply to them anymore! Anyone else have this problem?