I come from a background which involved teaching high risk students. I hope to use what I have learned over the years to help motivate my students and encourage them to take advantage of the opportunities they have. Being in the technology field, it will be hard teaching such a diverse curriculum to the depth of knowledge that will be needed for students to be successful.

One of the statements in this module was that each session should begin with an attention-getting stunt by the instructor. This works well in many situations. If it becomes a formula approach it can be tedious to a point of annoyance. The subject being taught, the personality of the lecturer, and the motivation of the students all bear heavily on each presentation.

I think this topic is very interesting, because as a instructor you have to make everything connected like a the instructor's knowledge and delivery method the content and applicability benefit to the student. Also always be positive and believe what you are teaching will make the student leaner to be successful.

In my classroom the learning of the classroom is reenforced by performing a related hands on skill. I would teach the function of the human heart and follow this by having the student listen to a heartbeat.

Most of my students are younger and respond to the challenge of game playing. They retain more information through this process. It also reaches those students who normally do not interact in class.

I had never really thought about having music playing when my students are arriving and leaving the classroom. I want them motivated when they leave so they continue the learning process after class.

I have found that the students must see the same quest for knowledge in the instructor. I activly listen to my student and by asking the students questions when they make a statement they see they can also have input to the class and that I learn right along with them at times.

I've actually started letting my students use their smartphones to look up pertinent information in class. For instance, if someone asks a question I do not know, I ask them to pull out their phone, research it, and tell the rest of the class about it. It engages them, and the rest of the class, and allows them to use something they are comfortable with.

I believe the story of success starts on the first day with a very strong, well organized introduction. So many characteristics are covered in the first day to set the stage for the rest of the semester. A clear and concise outline of the class along with the expectations of the instructor provide a strong foundation for the course.

when questioning students i get alot of feedback on areas that i may need to touch again before ending the lession.

Hello everyone; I am currently struggling with a problem in class. During many of my lectures I turn around and see two or three students having a discussion. What I have come to find out in most cases is this: one student is struggling with the concepts in the course (or sometimes with English in general) and the other students in close proximity feel obligated to explain in the student's native language. I feel compelled to let them help out the other student from falling behind because it also reinforces their understanding, but I also feel compelled to interrupt the small group discussion for the fact that while I am covering new material they cannot focus on both helping out their classmate and learning/covering new material. I also could be mistaken because I do not have a command of another language (outside of a few basic phrases) and the students could be discussing something not related to the lecture or class at all. What is the right thing to do? ANY help would be appreciated.

I've been in my field for 22 years now. In the last ten years I've lectured in different arenas from the professional realm to the academic realm. The reality is at this stage most of the students, be it young adults or mature adults, have a drive to learn as they get out of the academic base and into the core of their degree. There's a time in every class where as an instructor I can see the light bulb come on from student to student. At that point I turn on the motivation and drive to boost the passion level and remain focused on that diploma. It's amazing how must more involved the student becomes at that point.

This topic is very good, because shows how the instructor can bring the learner attention to the course is beeing teaching with diferentes activites like a games, power points, music etc. This way the learner will have fun and learn the same time.

In this topic i see how is importante to have a good estructure for the class. Paying attention on the details and organize your classroom really will make the diference when an instructor teach your class!!!

To be a good instructor it is important to know how use a positive world to reach the learner. The instructor has to entusiam to talk about the topic, it will be teaching. This topic show us how is importante to speak the right world. I really like that!!!!!

My supervisor has instructed us to include the entire attendance policy in every syllabus, which I feel is confusing and overkill. We do have some problems with attendance in general, but I attribute that more to the connection between instructor and student more than the amount of policy reminders we put into the syllabus. How do you feel about that?

I hate to see a glazed-over look on my audience's faces, so I try to prepare a lot and ahead of time, and always inject humor where applicable/appropriate. I love using the TED videos to inspire my classes to think about events and situations OUTSIDE of the classroom and away from our small, isolated little valley in Western Colorado. I keep my energy level high and use periodic group or independent processing and application assignments to renew my own energy and get them thinking about the topic. I have learned many tricks from others, and these seem to be the most important. Mix it up, keep it relevant. Make it FUN!

I learned from the video on teacher focus and the tendency for teachers to focus on their "star" students and "low performers" rather then their "B" students. Does anyone have examples of focusing on your "b" students and how it impacted your classroom dynamic?

I have found that reviewing the course objective with the students before teaching a new protocal of the scan we are about to start learning in lab is very helpful. Before the students begin practicing the new exam I scan and review how to obtain the requested images, reinforment and continous practice of protocal is the key to ultrasound lab for my students.

I use problem solving test to see how well the student can function in the field by them self. I other test to test their knowledge of the subjects. At the end I put them all together to see how the student is doing