How do I create an atmosphere that encourages creativity specifically for fashion students?

How do I engage my students in learning when they're distracted by personal problems?

15-18 minutes, the mini lectures, I like this. Then do something different like a group project/discussion? Then come back to lecture? I have so much to do in one day, I feel that if I don't stay focused-- will not be able to give all the pertinent information that needs to be heard.

With my lecture I seem to definitely lose most after about 15 minutes, but with that, we have not covered all materiel which is necessary for the day. Suggestions on involving students with this and being able to complete what needs to be given.

As a mother and grandmother this approach seems to come easily to me. But I am glad to learn some new ways to practice and communicate with my students. Take into consideration that my courses are in project-based graphic design and advertising studio degree plans. Still have problems with students NOT doing their homework. Any suggestions?

I teach writing classes, so active learning has been a tough barrier to breach. Once I introduced the idea of how much improved writing skills can enhance their lives outside of the classroom/job arena they understood things a little more clearly. This opened the door to more participation with active learning, as they used the skills needed to write essays to write letters to friends and so on.

I like to ask questions to students. I call on students randemaly and this keeps them alert and moore intent to the subject you are teaching.I have learned that some students will become more interested in what the whole class is doing.More interaction.

I've always really enjoyed the first day of a class, because of the opportunity it represents to engage with a new and unique student group. The preparation, to-do lists, meet and greet are all great, but it's the learning that I do that I think best sets up how the rest of the class will run. It's a process of gauging student involvement, building rapport, perhaps challenging a few students who don't seem to be quite invested in the class--but also to challenge my own first impressions of students, almost like giving them a second chance at it. Trevor

As an instructed we need to ask ourselves what do we want the students to learn and why is this important to ourselves. We should not make too many assumption about a student but figure out strategies to help those students that are less willing to respond to questions that are asked.

I try to ask questions so the students see what the subject is about and to find out what I need to go over again

i am new to instructing and find the homework dosen't match the syllabus example, teaching basic engines and the students are doing homework on engine R+R wouldn't it be best to have the syllabus follow the homework ex. teach baby engines and have the homework be on basic engine theory?

I am a little frustrated. I don't feel that the syllabus meets each course requirement, so I have to balance this. I have a six week time frame to complete a large amount of information and I don't feel that this balances out. The students get a copy of the syllabus and I feel that I should follow what they have been given. If I adjust, this seems to push some students totally off balance. Suggestions?

Have you ever heard of death by power point? LOL. Trying to really engage my students with the lecture time and would appreciate some ideas.

Providing a survey to your students at the start of class would help to examine how to present material. As an instructor you sometimes forget that there are a diverse group of learner techniques that could help improve those 1 or 2 struggling.

In our curriculum we have to combine module 1 students with module 2 students for a 2 week theory period to finish module 2's theory requirements. My module 1 class takes notes, has great class participation on all the subject matters and very eager to learn. The module 2 class came from a different teacher. They are eager to learn and good students and make good grades, however they do not take notes or want to participate in classroom discussion. Neither module has had the theory subject matter before. Any suggestions on how to get them more motivated for participation? Don't want the module 1 class to overshadow the module 2 class and lose interest.

We usually have 3 students in lab groups. If I have one lab group that is strong in one area ,once they are finished I have them help a group that just needs help understanding the process.

It was a bit difficult to follow all the learningmaterial, types of learning, and Alpha, beta ect classes. I did like the easy approach to writting learning objectives.

I really liked the activities mentioned. I am not very creative so these were helpful, However, in an enviornment of short rapid classes, it is hard to spend time on soe of the activities, as it takes from the material needed to be covered.

Great ideas about moving the room to make it better for the students. It would be nice if I had control over my classroom, and the fact that the furniture is not able to be rearranged creats a problem, so instead I move around, so the student get a bit more from the material

How do you deal with students who don't want to be called on? Most all of my students are great and enjoy participating in class discussions but I've had a couple of students get mad at my calling on them to share their knowledge about course subject matter. They've expressed disgust either by a physical gesture of flopping around body language, verbally loud "ahhh!" sounds and one student actually saying, "why are you picking on me?", when our class size has been only 3-6 students and I'm going through the group and treating everyone equally. I've tried explaining that part of their grade is based on classroom participation, that employers ask us to also teach 'soft skills' which includes interaction between group members and collaborative learning. When the student has acted this way the other students have looked a bit shocked or uncomfortable and I don't care to have my classroom to be filled with negative energy. Should I just not call on them and let them know upfront that since this seems to bother them so much that I won't call on them but their grade will reflect their lack of participation? I believe one student dropped the class after the first day before I ever had a chance to address the issue with them. Would you have any suggestions, perhaps a technique that motivates them with a carrot rather than a stick?