I try to encourage activities that include groups that are focused on discussing vocabulary terms, applications and definitions. Students have an opportunity to utilize the new terms and increase their comfort zone. I also recite the vocabulary terms and have the entire class repeat it after me. They enjoy it more when we play games with voice fluctuations.

When forming groups I try to develop a diverse group by combining students of various learning styles, social skills and knowledge levels. I try to encourage participation of all members by facilitating discussion through checking in with the group while they are coming together to plan. At that point I can determine if there is a back seat driver and if I need to increase motivators for full participation.

I like to circulate around the classroom during lecture. It allows me to reach areas where students may be engaging in cell phone or internet activity. If I consistently move around the room, students will be comfortable and more alert during instruction. They also feel encouraged to ask questions when I am in close proximity.

learn and develop a standard style that will be best for you students.

Hello! As a teacher, when I experience a sense of centerdness, being grounded and aligned in my body, I experience a feeling of fluid stability that helps support my ability to lead. Encouraging students to connect with their own internal rhythm, their breath, their core, I believe,supports a platform of learning that moves one beyond the limitation of our usual cognitive approach. When I feel connected in this way, I experience a foundation that offers me an ability to reach out to students in a more supportive and empathetic fashion.

Most classes have students with a range of learning styles Some are more capable than others. Great teachers are able to distinguish these students AND are teach an entire class. Moderately talented teachers teach the bright students and think that the not so capable students are lazy or stupid. It is the teacher who is lazy. R

It is critical to have and understanding where students are coming from when deciding on how to approach teaching a class with diverse learning styles and capabilities. rebecca

Student are excited at the outset of a course and it is essential to keep the excitement and enthusiasm moving forward by engaging student with relevant questions and relevant material. Rebecca

If material is not relevant to a student he or she is not likely to focus on the material. Rebecca

need to apply what the memory capability the student have and apply differnt other ways to improve that.

I have over 25 years working at many different levels of being a training instructor and now I am transitioning to a teaching instructor. I feel very confident in the training arena and my students always speak highly about the quality of instruction that they received and the level of professionalism they experienced during the course of instruction. As a teaching instructor with very little hands on training taking place and a great deal of knowledge that needs to be passed onto the student, what are some teaching techniques that you would recommend for me to use so I can still benefit from my past experience as a training instructor?

I have always used different colored dry erase markers to help organize information as I'm putting it on the board. That's about the only resource we have for colors, but I do find that using colors helps students understand how some concepts are linked together.

As a first year instructor, I am still trying to maximize my effort preparing the lesson plans. I give myself about an hour for every three hours of instruction. I know this may be much, but until I get a better feel of the material I will continue putting in the extra time. I am certainly not very good at winging it. Any suggestions would be appreciated.

I found in my past expeienced that giving the Objective and points to remember and syudents to take notes get the students to listen and take notes during lecture time. pace myself in talking and moving in a manner that is not too slow nor too fast.

to facilitate the learning, classroom envirnoment is one most important issue to care about.

I have had a problem with exam days and introducing new material on the same day. The way the class is designed is 4 hours. Often I will need to test on the same day as a lecture (being an accelerated program we don't have many class meetings). If I lecture before the exam, nobody pays attention to the material because they're too busy worrying about forgetting exam info. So, I tend to exam first, and then hold the lecture last. It just seems, then, that they are all paranoid about the exam they just took and can't focus on anything else. What does everyone else do in this situation?

I am teaching a class that is short (3 weeks) and packed with info - bony landmarks and muscle origins/insertions and actions in a small classroom setting. It's a struggle to get through the information in the time given, let alone to have the time to be a more creative facilitator. Any suggestions for this type of class?

ACTIVE LEARNING IS SO IMPORTANT HERE AT OUR TRADE SCHOOL. THE STUDENTS DONT REALLY LIKE THE CLASSROOM LECTURES OR READING.JUST GIVE THEM SOME HANDS ON ACTIVITIES AND THEY ARE PROACTIVE AND EAGER TO GET THE TASK DONE.

Sometimes, students ask a question and he/she will say "This is probably a stupid question..." but a very wise professor who I highly regarded in my undergraduate studies set us straight the first time someone said that. He told us, "The only stupid question is the one that's not asked." That for us as students provided an open atmosphere where we weren't afraid to ask any question for fear it would be stupid or senseless, or whatever. To this day, I use that same line.

I like to interject unique repair experiences and anecdotes from my years in the field into my lectures to form a more cohesive connection between what the students are learning and what they may expect in the field. They seem to pay more attention in lecture, retain a higher percentage of their study material and are excited to go out to the lab and put their new-found knowledge to work.