I know me personaly I must pay attention in my diesel lab on how much each student knows, What might be good for one may be too advanced for another of vise versa. Sometimes i find myself having a couple different levels of lab work going at the same time.

Are methods that enable students to reflect the skills and knowledge they have required during the class instruction.

I teach at a culinary school and most students that attend, typically lean towards the "visual learning" side. Saying that, if they aren't involved in the lecture part of class, their interest seems to wain pretty quick. One strategy that was offered to me from another instructor was to involve the students in the demo for the class. Have 1-2 students prepare the dish as you walk them through the steps for the class to see. This wouldn't work for every element we teach, but if it builds on items that know, it could be effective. This could also translate into a scenario of peer learning as well. Which could make the process and outcome stick with the students longer.

Many of my students can get over motivated. I can start talking about a medical assisting subject and to engage the class I may ask if anyone has ever had a similar experience, then everyone wants to talk about their experience or their child's experience, etc. and before you know it every one is talking and it is chaos. Any ideas to keep quiet directed engagement?

I teach veterinary technology and I have labs a lot of time in class for students to learn practical aspects. Some of the students really get into it and others just sit back and don't participate, and the ones that don't participate usually complain I don't give them enough lab time. Any tips on how I can engage these students more?

I tend to observe at least one class like the one I will be teaching asking another instructors about tips, suggestions, problems or successes they encountered during their courses. In addition, I visit the classrooms in advance to familiarize with the equipment, lightning, technology, and layout of the room to ensure we have an environment suitable for learning. Furthermore, I start the class with a strong opening explaining what I hope to accomplish in the course and why I find this topic or subject matter to be important. Finally, I simply raise some of the most fascinating questions or problems students may encounter during their careers to spark their curiosity. By doing this, I can then describe how this course might help students address and solve these inevitable situations and problems.

The quality of the content a course offers students is one of the biggest factors in their success or failure. It is imperative to build a solid course content that can be shaped and molded into an effective learning tool. The course outline should be clear and indicate that the content coverage is suitable to the goals of the course providing the opportunity for students to use and develop critical thinking skills while requiring them to analyze, synthesize, and evaluate a body of information enabling students to learn and master particular skills of the discipline for both short and long-term enrichment.

Starting a class with the right foot is critical for us to succeed as an Instructor in the culinary field. Arriving half an hour early prior to class allows me to set the environment in a way that promotes learning and develops engagement from my students. This will ensure the right equipment is working correctly and the product is available for students to effectively accomplish production for that day. It is imperative we lead by example and being prepared truly demonstrates we are committed to our students success.

After reviewing this chapter, I will start including the following teaching strategies during my classes to meet the different types of learning styles: Tactile-kinesthetic- lab demonstrations including hands-on practice with different stimulating activities students enjoy with reward and recognition in addition to manual projects. Visual- offering of pictures and charts during lecture allowing them longer time to take notes and make diagrams, and allowing them to have extra time to think for correct answers. Auditory- utilizing vocal variations during my lectures allowing students to work in small groups and increasing the rate of verbal instruction.

I have been given new book a week before class is too start. It's all new format from what I'm use too. What is the best way to transfer material and prep?

Many avenues of education encourage group think, and group task for learning. Today's students are socially driven. is this truly appropriate for industries that function on individual thinking,problem solving, and accomplishment? I find many of my students seemingly unable to "think for themselves" when asked to stand apart from their group or class. Are we pushing this group thing too much?

In my field of Culinary Arts most questions asked in the classroom are closed questions where students are required to memorize information such as measurements, recipes, and techniques. This is especially true in the beginning classes. As the students get farther along I am afforded the opportunity to incorporate more open ended questions such as how does this recipe relate to foods that you were exposed to growing up. I think there is a need for both types of questions in our field.

I regularly love to incorporate videos in my class power points especially when they relate to the topic we are currently discussing. The students seem to absorb the material more when they can visually see the skills at hand being taught. The demonstration is phenomenal, especially for those students who have not quite grasped the skills that they need to acquire in a hospital setting

When I have my students give presentations on case studies, how can I encourage the other students to ask questions and participate?

It is important to attempt to show how a student can use their disability as an anchor to learning. If they realize that they are not alone that ever individual faces a learning disability to a degree, they will face their own with success. Yes there is an understanding that their disability is real and may even have a well establish label. To get a student to face who they are and to understand to accept it so they can grow.

It is important to stress to students that being able to read and write is essential in todays computer based world. I always give reading assignments with a paper that must be graded, in order to give the student practice in these skills.

You can certainly determine who in the class room is getting along with each other and who is not. This allows the instructor to use different clicks within the class room to inhance teaching.

I often am unable to move around the whold classroom, but certainly try to. Sometimes you find your selve behind the class and this requires the students to shift to view you. It does let me know who is interested in the material or the lecture in a given moment which I use to plan future improvements.

The key to delivering content effectively is to first familiarize yourself with the material to be covered, practice before hand any demonstrations to be done and vary the way the material is delivered. By doing this we can address several different learning preferences on the part of the students, maximize their attention span, and keep them engaged.

First impressions are very important, that is why as instructors we must do everything possible to present ourselves in a positive light from the get go. I like to tell the students about myself and have them share a little something about themselves. By doing this and getting a bit more familiar, everyone benefits by feeling more comfortable in the learning environment.