From the readings and the course we saw that most students with learning difficulties usually have average or above intelligence. It is not that they cannot learn, its that the standard approach is not a good fit for "how" the student learns. A good instructor must be able to adapt to different learning styles to make the material fit the class. This happens regularly in some of my classes, and can often change week to week and subject to subject. We must adapt to teach to the abilities of the student and not necessarily the disabilities.

Language skills can be a little hurdle to the successful learning experience within a classroom. But there are many ways to teach that might put less emphasis on distinct language skills but more cognitive understanding methods. Sometimes it is a good philosophy to teak using example than trying to lecture your way out of it. What are your thoughts?

I believe group discussions and the randomness that bringing individuals that would otherwise not work together is an effective way of expanding the knowledge and way students can grow. It shows the students that there are many ways to work and solve a problem if they work together and use the combined skills of the group.

I will never forget the first time an instructor advised me that she learned from me. It was empowering. Not only do we need to be open to the possibility of learning from our students but we need to let our students know when we learn from them. It is not possible to know everything about a topic and we need to be willing to learn.

should always be professional and by the book with a caring approach but students need to also see that you are human and have a desire for them to learn

development comes from listening to the needs of your students

Teachers should always maintain appropriate english language and if slang is used, it should be used to connect the student to the professional term

Companies use being on time for teachers a professional achievement when really they may be trying to provide security for their own investment. Teachers should have the ability to approach their students and manage their class room in their own way in order to gain and keep interest. Formalities are boring and loose student retention.

Safety rules and procedures should be covered during lessons and repeated just before going to the shop for work, during shop\labs safety ruled should be repeated over and over again.

Hello! As professors teaching adult students, how harmful is it to have students address you as the professor by your first name? Do any instructors out there do this? When teaching adults this can be tricky, but I know a lot of professors prefer for their adult students to address them by their first name.

I have tried to stay away from repetition, however, I find that using it sparingly helps the students, rather that makes them feel like they are in a Kindergarten class. I use it to emphasize key points, then just hit them now and again, (i.e. definitions that are critically important for them to know in order to think outside of the box).

While my program is primarily lecture, I watch my students carefully for frustration with the coursework, lack of interest, the usual suspects that we have to deal with that are part of the "new generation" of students. What I started to do, is encorporate the LO into the "talk", and have the students go right into hands on as part of their class work. It sinks the LO in and gives them that break that they need to reset.

I've read a lot of posts that begin, "I teach XYZ subject, so my students are mostly of ABC learning style." I don't see the correlation. That seems to be implying that the learning preferences of an individual influence there choice of study. Is that true?

As a student, I remember my best learning experiences were with teachers/professors who could tell a story or relate a personal experience about the content he/she was trying to convey. I'm currently teaching Anatomy and Physiology to nursing students. The material is dense and sometimes very dry but I try to inject a personal experience very now and again to break up the lecture and maybe help some students to remember the disease process or body part we just learned about. Just a brief story that starts with: "I took care of patient once with..." and, by linking the content to a real life situation makes it more interesting and something the students might be able to relate to better. This technique takes some extra time but I think it's well worth it.

Ireally enjoyed tis module, it begins to build the strengths *& weaknesses each test has and what you are assesesoing. In my scope essay, lab aaplication & multiple choice were our only options, so I thought . there are manyto asssess and I am looking forward to reveiwing what changes we can make to our current testing cycles and assessments. Michelle Callaghan

Ilove theminute papers I instituted this last course & gave point for content and it really gives me a birds eye view where my students are. I assessment leads where we go day to day ats Instructors. How a student learns is key and basic knowledge for Instrcutors who want to e effective.

This is a technique I use all the time in class to engage students , I have tried training my staff on this technique. I found interesting feedback from staff that is it is easier to "Just lecture the material" My response but what aboutthe students assessmnet of what they learned, how will you know?" Silence. Some instructors are teaching old ways of doing thiongs and a passion for learning is a requirement. Retaining my staff again and see if we can getthose old ideas dropped in the garbage can. Michelle callaghan

Check Cognitive Scientist Daniel Willinham's site http://www.danielwillingham.com/index.html and this video http://www.youtube.com/watch?feature=player_embedded&v=sIv9rz2NTUk

When I take the time to listen to my students with dissabilities it make all the difference.

It's amazing how much this makes the first day of class more effective and enjoyable for students.