One of the major mistakes that instructors can make in the classroom is to consistently teach course content without varying their teaching techniques. The term "andragogy" means "the art or science of teaching adults." According to that definition, then if we are to be effective instructors, then we need to become in essence, "artists." Mortimer Ardler states “The purpose of learning is growth, and our minds, unlike our bodies, can continue growing as we continue to live.” Our objective as instructors should be to encourage and participate in the continuous learning of our students.

As an adjunct instructor whether it be online or in a traditional classroom setting, it is imperative to provide students with a positive first impression. If a student's first impression of you is positive, you established the necessary credibility to move forward in the student - instructor relationship. However, if a student's first impression is a negative one, it will be very difficult to earn the student's trust. Suzanne Summers stated that "It's not what you wear, it's how you present yourself that determines what your first impression will be."

How important is it to do things in the order listed in the "game" for this module? I know that some things should come before others (introductions before in depth discussion of the course requirements) but I found that many of the things in the list seemed a give or take for which comes first. Is it really important to discuss my accessibility before I take attendance? Or to show the text before I give a course overview?

As an adjunct instructor that teaches both campus-based as well as online courses, I find that selecting supplemental materials for each course is just as important as the course text itself. In fact, I've discovered that adult students are typically more interested in articles that share relevant business experiences rather an some dry information in a textbook. Do you have any recommendations regarding sources where instructors can locate supplemental materials?

I like the info that you do not have to always be the expert. Students do bring many things to the table.

As adjunct instructors, we have the exciting opportunity to participate in and facilitate the learning processes of others, specifically adult students. As facilitators in learning for the adult student, it is imperative that we have a firm grasp as to how adult students learn if we are to be effective facilitators. Cross (1981) states that "When we talk about how children learn, we often focus on the developmental stages that children go through as they mature. Adults likewise go through developmental stages which can be grouped chronologically or sociologically (i.e. grouped according to socially defined roles of adults)." This statement by Cross reinforces the importance for instructors to ensure that their instructional style involves wrapping together their personality and competencies into a presentation format that will inform, encourage, and instruct each student. Do you any advice as to how a relatively new instructor can identify and develop an effective instructional style?

As a relatively new and young instructor I find that there is almost no end to the ways I can improve upon what I do in the classroom. I would love to spend more time observing other instructors, taking additional classes, attending conferences, etc. but find that I often run into two barriers: One, I have trouble making the appropriate time under what seems to be an impossibly long list of "other" administrative duties that keep me occupied. Two, the budget for conferences, classes, materials, etc. seems too thin (nonexistent, maybe?). Any suggestions for improvement that can be squeezed into a small time frame and (preferably) require no financial commitment? Thanks!

An instructor needs to love and understnd the learning methods of differnt students some students need to discuss, some need to see pictures. An instructor needs to acknowlege her students

Important to have these set early on, and encourage to move in small steps that the puzzle will eventually come together

At times a challenge they need to understand they are in a professional field, and patients depend on their clinical and medical knowledge.

Our students lose points for spelling on exams and assignments. This can be a real sore spot for students with dyslexia.

I currently have a student who is learning English as a second language. She speaks well, but her comprehension is not as good. She demonstrates her hands on skills very well but her exam scores are low. It is clear by her answers she does not understand what they are asking. However, she refuses any tutoring or additional assistance. Very frustrating!

I prefer small groups and usually try to pair students who are at different levels in their understanding of the material as well as different social satus.

I find it helpful to often time lecture from the back of the room

I have not had to work, that I know of, with a student with learning disabilities yet, but this topic will definitely help me in the future when and if I do have to work with a student with a learning disability.

Besides the fact of some students having difficulties speaking the English language I also come across writing deficiencies. I have noticed when students write up in the patients charts that they have a hard time writing using correct past/present.... etc tense. I help them correct the grammar, but what else can I do to help them improve grammar skills? I only see the students during clinic time, I don't work with them in the didactic courses. Should I bring this issue up with the didactic instructors?

I only spend about 10-15 minutes with a group of 5 students at the beginning of clinic. After that the students go and work with there perspective patients. While I have them in the huddle I have them tell me what their plan for the day is with there patient. I always leave time for any questions that they might have regarding there patient or any other questions. So I spend more time individually with each student. Sometimes it's hard because some students need more attention than others and I feel as though I cut them short. What I will do is let the students know that if another clinical instructor is available they can always go to them.

I work more one on one basis. so I try to be as clear as possible with my students. Being able to communicate clearly is really important so students are able to understand me. sometimes when English is a second language it can be hard, but I try to speak at a slower pace so students and I can understand each other. I always try to keep eye contact also. When showing my student(s) different scaling techniques I always make sure that they can see me clearly.

America, the melting pot of every civilization around the globe. Yes it is often difficult to teach the ESL student, but is it any different than when my great grandparents came from Europe speaking only German? I agree that it is difficult and needs attention however it is not supported though specialized programs governmental funds. But rather the dedication and willingness of the immigrints to accept the challenge and make a change toward becoming an American Citizen.

In teaching I believe that group tasks increase the learning outcome and provides much needed social interaction in order to achieve successful task completions. However, often it is observed that a group will split unintentionally into the active and reactive sides. Better stated it is the doers and the waiters. When conducting group activities an instructor must be aware of this and learn methods to involve all the students in the group dynamics. Teaching by wandering about to me is the best means by which this is achieved. Stopping by each group and pulling the waiters into the conversation in instructor gains control of the learning outcomes as well as the classroom for all the students.