I found on on one sessions with these students can help us work together on their success. in a tutoring session there is less worry of slowing the class down or feeling outcast for what they may think is a "dumb question". I can get to know their learning style better from the personal interactions.

I have one on one conversations with my english as a second language students so they know they can ask the meaning of a word even during a test which helps calm the fear of not understanding a concept because of language barriers.

I feel group project help build "soft skills" that are hard to teach. Grouping students helps build professionalism through exercise rather than lecture.

I like to give a review of each chapter to help students study around excess information.

Does it take longer to present or teach a subject matter a student with a kinesthetic learning style versus an auditory style? IE-less efficient when trying to present a lot of material in the time you have. How do you address this issue?

What have you found to be the perfect way to handle an outspoken student who comes across like he knows better than you and is constantly interupting your teaching with comments?

Any advise for those who are a creative type and have spent most of their career in front of the camera or on the air in radio and now are teaching in that field?

When students work together I often find those who grasp difficult concepts quickly cementing their knowledge by helping those who are having difficulty. Thosw with difficulty seem to accept help from their peers more readily and appear more willing to listen and observe.

When engaging a student I think its about making the environment active, I also think it is about making them not realize they are actually learning the material simlutaneously. Thnking outside the box, is something that I live by, and practice daily. I feel it keeps student engaged and on there toes.

For me I love teaching to see the students watch themselves grow and see how they have developed over time. I also love seeing them reach there "ah ha" moment.

when creating the syllabi we have to understand that the material needa to be clear cut and dry to the student interpeting the infomation being presented before them.

I would like and easy way to be stratgize how we can make students ease into there current classes.

What do recommend when teaching a 4 hr lecture? Mini lectures the best--really stopping every 15-20 minutes for a break?

Do you find pretests to be beneficial at the first class?

I have a student who believes he is smarter than me. I am teaching a research class and the first day he walked in and announced he will have the paper done in two weeks so he will not be in the rest of the semester. I believe he will be disruptive to my class which I want to be a group discussion on research and research methods can you give me some advice on how to handle him. By the way I told him that the class was much more that just a paper and he was to attend class

I agree variety in teaching method and that includes technology, active learning has been fruitful.

I teach math courses at a career school and frequently have students who have math anxiety and lack confidence in the subject. I encourage questions from them by giving them examples of math questions my friends ask me. That way I help them realize that I am open to any level of question. My goal is if people in my life are comfortable asking me a basic question, students should not fear asking me a question. The other thing that I always allow is people to mouth the answers or use fingers and gestures to indicate their answers. After a student does that a few times and realizes she/he answered correctly, verbal answers and more questions follow.

Is there a resource that shows what textbooks are being used by other institutions?

Do you recommend covering every bit of information that the student is responsible for on tests and quizzes or should students be expected to read some of material on their own and be responsible for it?

I have main issues with students that have some type of disability, but do not seek out help. What is the best way to approach a situation when you see a student that could have dyslexia, but may not have been diagnosed or known about it? Is it up to us to talk with them, or find someone else to approach them?