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.

Instead of using the words"shut up". I like to use cease and desist. It makes them look up and the what did you say look comes accross on their face.

Adult learners have an attention span of 15- 18 min that mean we need to constitsantly keep them rngaged to keep them motivated and enthused. ]

The student syallbi is very helpfull for your clssroom it helps guide the student and the instructor.

The student show have a comforable and postive learning enviroment. No one can work under a negative or hostile work enviroment.

Some instructors feel as if they are entitled to get a professional behavior from all of our students. But in reality you have to also be professional to your students also. You have to act the role to get the same repsonse in return.

what techniques can you recommend for dealing with a troubled student

What are some good ways to instruct a large class comprised of students from vastly different backgrounds and technical levels?

My exams are a combination of Multiple-Choice, True/False, Completion, and Short Answer types. I consider these types of tests as most appropriate given the tecnical (computer)course I teach. After grading exams and showing the students the results, they normally do not debate the mistakes and errors they made on the Multiple-choice, True/False, and Completion sections. However, I have encountered a number of instances where a few students would contest the(incorrect)short answers that I have marked wrong, for consideration (ie. they clamor that their answer/s are correct as well, though they are just not the 'best answer/s'.) In all of these cases, I have given these students allowances by hearing their respective explanations and contentions. When I am honestly convinced that they have a point, I considered changing my position on my marking/s and therefore changed the grade appropriately. I recently encountered doubts to the effectiveness of this action. I question myself if this action is constructive and tends to bear healthy effects for both instructor and student, or rather the opposite (eg. detrimental effects)? Please note that my intention is to form the student's analytical and critical thinking in relation to measuring their progress in acquiring the required technical skill/s. Would giving the students a chance to redeem points after the fact of grading the exam, and allowing them liberty to a debate the instructor be recommendable? Thank you.

In an online environment, I think we need to be very aware of how students absorb information and how they put it into practice.