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?

Rarely do I assign group activities. This module taught me that group activities are an important aspect for learning in the classroom and assists the students with communication skills as well as a different outlook on how certain tasks can be done.

As a seasoned instructor I practice eye contact and floating around the room. It keeps the class engaged and I have found eye contact alone gives the student the 'OK' if they have a question. Repeat, repeat, repeat. I incorporate as much information as possible that the students needs to retain for their carrier and/or the national exam they will be required to take. Repeating often is key for memory. Also, not only verbally repeating but giving handouts or lab exercises to reinforce key points and lecture. All these skills and techniques took years to develop. This lesson is great for instructors starting out and to help strengthen the skill set I've already grown. Thank you

I have not had to deal with this issue yet, but if and when I do this course has helped me understand better how to help teach them.

First impressions are important go hard than soft.

Planning and Preparation are critical having multiple avenues of approach are important

Communication does not occur unless people are listening. Style is the most important thing.

being very new and teaching evenings I find it gets difficult to keep the students attention after they are working all day and have to attend the class at night for 4 hours

I'm new to teaching.Problem I have is getting my daily activities to match the current syllbus

When working right out of the text book I like the true and false because they have to understand what they are reading

Keeping your students informed of there progress is a big part of there success