How does one addresses the constant use of unauthorized technology in the clasroom?

how many different styles are there?

Redirection and probing are two of the tools i us in my classroom and i find that the students tends to like that approach.

what kind of issues do adults have about high-risk classroom activities?

I have been working on adding new approaches to my instruction. Adding new situations and new scenarios during the learning process may create an accelerated learning environment. I will experiment with this in my next class.

You can colorfully decorate any classroom to encourage a positive atmosphere, even classrooms where an instructor teaches basic lectures or telecommunications.Lighting is very important in the classroom. Blinds should be opened so that students can enjoy the full brightness of the sun. The sunlight wakes students up. Dim lighting can cause students to want to fall asleep.

How do you address a student that keeps telling you they have a learning disability and don't show up for study session, but does well in class? This student has a hard time with in class assignments, but does well on test.

Students are adults with many life experiences and as a result, it is easy to assume that they know more than they do. Keep in mind that they are in the course to learn about the subject and develop their skills. Your students do have many experiences but the majority of these experiences will not be in this subject area. Always involve and define and give examples of new technical terms. Make application of these terms through demonstrations. Write the terms on the board and refer to them on the students' handout. Review the key terms that have been introduced in previous classes and then add the new terms to them. You are building a foundation of knowledge for the students.

I am great at practical work. I would love to master theory and come up with new and innovative ways to deliver it. What research would you suggest that would improve the delivery of my theory instruction?

Greetings, Questioning in classroom encourage students engagment and help them understanding subjects,try to redirect them ,give them chance to find answers by themselves and praise them verbally and extracredit.I like to ask them individually,then reinforce them.

Our General Education curriculum has a set of standard Syllabi that we use for each course. I have not yet considered this document as a contract between myself and the student. I tend to quickly gloss over the course objectives because they are usually lengthy and unnecessarily wordy for the students on the first day. I know this might not be a fair assessment, but the objectives read quite complicated. So, what I am considering doing during my next class is writing, in my addendum, my own set of goals and outcomes that I expect from the students that add to the select syllabus and present a personal touch. Has anyone tried this method? Is it recommended?

I have at least 3 or 4 former instructors who made a huge impact on my own teaching style. One, whom I remember very clearly, I remember for the wrong reasons. Although it was clear he enjoyed the subject matter, he never moved from behind the podium. Now, whenever I walk into a classroom, the first thing I do is take the lectern and move it to the side of the room. If I have passion, the students should see it. Another I remember because he made us recite lines of plays at the beginning of class, as a group and as individuals. I hated those moments. It scared me to death. But, I still remember the lines! And I try to incorporate that challenging aspect of recitation, only without the fear. How? Well, I always go first!

I frequently ask questions in class in an attempt to get interaction with the students. Often times the students give me blank stares. After completing this topic I think my questions are too broad and the students are unsure of how they need to answer or what type of response I am wanting.

After completing the first lesson, I believe I can do a better job assessing the learning styles of my students when they begin in the program. This will allow myself and other faculty to provide instruction to the students in a manner that will accomodate all of the different types of learners.

I have found in my experience that many faculty like to use test banks due to the amount of time it can take to write test questions. I too have been guilty of this. This particular lesson gave me information that I can use to write some of my own test questions when I teach some of my future courses.

I notice that when teaching my courses I always have students who are at very different academic levels. For instance some are very advanced while some are slower to learn. How do you appropriately develop a course that is stimulating enough for your fast paced students yet slow enough for your lower students to keep up?

I especially enjoyed the "Head, Heart, Gut" point made by the Harvard Business School lecturer when he pointed out that a succussful class is one where the instructor hits the head, heart, and gut of the students thereby creating an extremely valuable learning experience in each student. I look forward to reflecting on this principle and applying it in my class tomorrow.

These questions are great to spark class discussion and to get alternative viewpoints.

I am relating to this material on a personal level and as it relates to my varied student population. If my lectures, which I think are facinating(!), start to put some students to sleep, I had better switch up my delivery with some hands on activity or power point delivery!!

Using Students to help and work with students with learning disabitilies is also instrumental. They tend to support those from their generation and know where they should be in a course.