I teach evening classes. 6-10 pm. I find it difficult to get the students interested in trying something new. They know the routine and not all of them appreciate "change". I realize that they have been working all day and just want to get done with class. Ideas to help change the negative attitude of some of the students would be appreciated. :) Kim

Learning the different learning and teaching styles was very useful. However, one component is missing from this tutorial--gauging understanding using these different learning styles. Many instructors default to paper/online tests and quizzes, which cater to only a few learning styles. How do we create effective assessments for kinesthetic and auditory learners?

I am curious to know what people think about using a wide range of these methods of assessment in a single exam. I currently have exams that utilize multiple choice, true/false, short answer, and essays. Is combining assessment types a good method to use?

I was hoping I might get more information on the evaluation of group projects. The four assessments outlined are helpful, but I wonder how to best implement an evaluation of individuals within a group. The module suggested that peer evaluations might work, but often do not. Outside of peer evals, are there any other methods to gauge individual involvement in group projects?

I teach English, and in many of my classes there simply are not right or wrong answers, only opinions instead. Occasionally, I will have a class where one student will offer a response to one of these opinion based questions, and the rest of the class seems to accept that as "the" answer, the only answer. Does anyone have any tips or suggestions on how I can keep these discussions from ending after a single response?

I was pleased to see that I already incorporate a wide range of teaching delivery methods for my students. However, the one learning style that I am missing is kinesthetic. I currently use lecture, small group discussion, class discussion, power points, in class writings, reading stories aloud, and student presentations in the English classes I teach. Does anyone have any suggestions of ways that I could incorporate a more kinesthetic approach to learning in my class?

I'm teaching for the first time and I was looking for some helful hints to stay organized and remember to do all the things that need to be done.

The subjects that I teach (math and statistics) lend themselves to active learning. Math is a tool which is used on the job for problem solving; this is kind of a definition of analytical thinking. I use several different things in my classroom. However, I do use a form of lecture to present concepts and how to use the mathemtical tools which they have to learn. During my "lectures," my students are directed to help me do the problem by telling me what to write on the board. During the problems, we discuss why certain things are done. In order for math to be used effectively, it should be thought of a toolkit, and the student needs to be able to pull out the correct tool to solve the problem. In Statistics, we use small groups and individual work. In one of the assignments, the students develop online surveys, send them out to fellow students, access the information, analyse the information, and develop conclusions concerning the respondees. The active learning methodology works very well when you are trying to teach critical and analytical thinking skills.

I am unconfortable with eye contact. I usually look at someones teeth when I speek to them. Any helpful hints in developing my skills in eye contact?

I discovered through this course that I was asking more closed than open question and did not allow enough wait-times. I like the concept of redirection. I will strive to get away from procedural questions sush as "are there any questions?" by asking if I can answer any questions they might have on the assignment at this time..

I agree with the statement that learning styles affects how a person learns, acts in group settings,participates in classroom discussions, solves problems. Its how we perceive, gather and process information. Everyone has different ways of learning. Knowing what your students learning styles are will make learning easier therefore making it more enjoyable for them to learn, which makes the instructors job less stressful.

I remember clearly my kindergarten teacher in elementary school. Out of all my teachers throughout elementary school, junior high and high school I remeber her most of all because she was always dressed so well and her hair was always perfect and her shoes always shinned. I wanted to become a teacher just like her. Being a "model" as an instructor is very important. Most of the students do take notice.

Knowing how my students perferr to receive and retain information, will help me to know how to deliver the information needed for them to pass their test and use this information to help them in their career.

Great topic! When I am teaching I like asking (all students) questions becuase it helps me to know if they are understanding the topic being taught. I also like creating games that have differnt questions. When the student answers the question, I ask for a short reason why she/he went with that specific answer. If there is something answered wrong, I then refer to the pg/chapter and explain it in a differnt way as before.

One problem I've noticed is that no matter how good of an example I set (arriving early, being prepared, being honest and fair, etc.), many of my students do not adopt these traits. Of course, that's no reason to stop doing them, but I wonder to what extent it's my responsibility to or if it's even possible for me to teach non-idustry-specific characteristics such as politeness (not talking on phone during class or leaving repeatedly, etc.) and professionalism (punctuality, meeting deadlines, conflict resolution, etc.). My grading structure and course requirements reinforce these things, but many students just don't care.

Regarding the lesson about being a friend vs. being a pal, I agree that being too chummy can be dangerous and blurs the professionalism line, not to mention the impartiality one needs in a classroom environment. But I believe developing closer friendships with ex-students is acceptable. Once you no longer have sway over their grades or them meeting the requirements of your course, there's really nothing to prevent deeper friendships from forming, especially if said friendships lead to professional projects together.

Great word, instead of teacher, lecturer, etc..that is the feeling i strive for: to facilitate my students grasping a basic concept, then being able to use and expand on it

I like to go around the room and keep asking does everyone agree or have something to add. this way i can build off of what the students are giving me for feed back

here, as a librarian I sit back and watch the projects take form, students doing research, making the power points, and building their projects. If all goes well the students end up with a good grade, and all are happy.

When I took Art courses, music was always played, and at times we were allowed to let our imagination take us away. This was a great leanring experience.