While teaching I like to put an outline for what I am going to cover for the day on the white board so the students know exactly what to expect for the day.

The module mentioned that teachers often give the correct response too soon after they ask the question. More so with slow learners. I think the reason is so that that slow learner does not get embarrassed due to a long delay when it will become obvious the slow learner does not know the answer.

I've found with some classes that giving the students time at the beginning of class to drop a question into a hat will get the more shy learners to participate. I then read all relevant questions and ask the class to answer (I will clarify any points necessary).

One of the challenges I face in the classroom occurs when several students are calling out their answers at once. Although it a great scenario when students are engaged and responding, it has been a challenge for me when one or more persons calls out an incorrect answer while other students call out a correct answer. In the past I have stated, "That is correct," and I repeated the correct answer, while ignoring the incorrect answer. However, after reviewing this module, I have to wonder if I am handling this properly. I feel that I may have been discounting the student(s) that had incorrect answers, by not addressing their answers specifically. Is there anyone that has any suggestions on how to handle this situation in the classroom? Thank You, Jodi

It is so true how color can influence learning or inhibit it

We as teachers strive more and more to better serve our student body, from us they grow

Do you feel Teach Me What I Taught You is an effective way to review learning objectives?

I am known as the instructor who never gives a straight answer. (even my children say this about me)I consider this a compliment. What typically happens is that the student will ask me a question, usually during a lab and really just wants me to give them the answer to a required lab question. I always come back with probing questions for them, to lead them to their answer. Many times they know the answer but just don't have the confidence to put down on paper. They may ask something like "why do lean mixtures cause misfires?" I will respond with something like "what are the three requirements for combustion?" When they answer this simple question I move on to "what if 1 of the 3 requirements is missing?" Student says" I guess no combustion" I say, "without combustion in a cylinder what do you have?" hopefully at this point the student comes up with " a misfire". So they know the components of the correct answer but are not confident enough to draw the right conclusion and put it down. They usually have an idea of what they think is right and are basically looking for me to pre-grade their answer. I attempt to make sure they are confident enough with their answer to put it in writing.

One of the most effective teaching methods is when students are given an assignment to teach to the class. I've given small groups the task of teaching sections of a chapter in their text. What often happens is students learn from other students, because the student teacher identifies with their fellow students pain.

Assess what learning style the students have and adjust your delivery to capture the students attention.

Tell your students about you and have them tell about themselves.

Sometimes, there is a lot of time left at the end of class.

I teach massage therapy and i often find that after my demos my students have that overwhelmed look. I have tried giving them smaller portions of info, but feel they miss the flow of the tech. Anyone have any suggestions?

Arrive to class early. Sit in the student section and talk to them as they arrive.

Memory games are a good way to get the mind working.. flash cards are a great tool

Keeping students engaged as well as interacting with one another keeps their mind stimulated

I like the idea of music in the classroom. Especially for a writing class.. soft music can be very soothing and give a visual

allow so time for interaction and feedback, revisit and then have class dicussion to view the findings

This gives staff the opportunity to better teach students. Working together

work with staff to see what works in their class