I have students count off and then break into groups. Invariably, someone takes a lead and others follow. However, there is usually at least one student who doesn't want to participate fully.How can I encourage all students to participate fully in team work?

I usually list the main goals of each day's class on the eraser board. At the end, of class I repeat the goals and ask probing questions. I keep suggesting to students to take notes or highlight key ideas in their textbooks and PowerPoint handouts. When I ask students why they don't take notes or highlight, they respond that they "have photographic memories". I believe that the suggested habits above increase student information retention. What else would encourage students to do something to retain new information?

Sometimes, I show short films or clips. I believe this type of medium can be effective. Some students pay attention and others don't pay attention and even sleep.How can one measure what has been learned in this type of exercise? Sometimes, I give out a brief questionnaire, which helps me get some idea of the usefulness of this exercise.

I teach in a culinary school,however degree candidates are required to take general education classes such as psychology, math, and history,etc. Often students have a narrow focus and feel that these core classes are not related to their desire to be chefs and restaurant owners.How, can a gen ed teacher deal with this prevalent view. I try to draw relationships between my psychology class and the managing people in any industry. This doesn't always work. Any suggestions?

What are some specific ways to get feedback from students on what is working in the classroom and what can be improved? The class surveys at the end don't help with the current class. Do you ask students directly if they are learning or do you gauge by body language and level of interest? I'd like to hear from other professionals.

Where is the best place to find resource material?

Sometimes in discussion in the classroom, other students need to see the diversity of culture the other students come from. This also helps them to understand other student needs.

Diversity should also mean the integrating of students, male, female, and black, white, american indian, hispanic etc.

It is important (communication) due to the fact we have to focus on are target, to get the students to focus on the target presented.

LECTURING IN THE COURSE I TEACH NOW REQUIRES AN INTERACTIVE DICUSSION BETWEEN MYSELF AND MY STUDENTS. THIS GIVES THE STUDENTS A CHANCE TO INTERACT WITH MYSELF AND THE OTHER STUDENT IN THE CLASS. THE RESULTS OF THIS INTERACTING GIVES EVERYONE AN INSITE TO MANY AND VERIERED OPINIONS.

I have worked with several students with disabilities. Some students have IEP planns and they are allowed more time on major assignments as well as tests. I have also worked with students with dyselxia. Often these students would disclose this and ask that I provide them feedback when they make mistakes so they could be more consciously aware of them. I also had a student who could not read very well and had to assist her with her assignments. As teachers we have to be willing to help our students no matter what their deficiency.

I find one of the biggest challenges in the classroom is language. Many students are in the class with very basic English skills. Therefore when they take concept classes like Psychology they can really struggle because they do not understand what certain words me. As an instructor you have to break the concepts and examples down into basic form in order to help students understand the material. This can be frustrating to some students who understand the concepts. You have to find balance in doing this so all students are challenged.

In my experience, students do not like to work in groups because they feel one or two people end up doing most of the work while the others sit back and do not do much. Some students do not see the value in working together, they would rather work independently. For one of my classes, I have students take a group test. Often the students are reluctant about this at first. When they take the test with partners they are able to talk out their answers. Some students say they learned mmore from working together than they did from the lecture. Other students did not like the group could not consent on an answer. Once the students get their test scores back I have the write a paper together and they talk about the pros and cons of taking a test together. I think it is important to do this because it teaches students to work together.

I know sometimes as an instructor I can get really uncomfortable with silence. After a few minutes I want to provide the students with the answer, however, I have to remind myself that I need to give students time to think about the answers. If I am always providing the answers, how will I know if they really know the material. Does anyone else have trouble with this?

What type of music would most adult learners like to listen to?

What makes a student not confident and how do you reach them with out pushing to hard?

My institution provides all students' with learning disabilities an acommodation plan, when requested, to help them succeed. I am always in tune with my students, and offer tutoring to all, with or without special needs.

Keeping students motivated to learn is a skill instructors must apply always. If you are not motivated yourself about the subject you are attempting to teach or if you are not in "tune" with your students, you are cheating your students form attaining their full potential in your subject matter.

I employ the same methods described in this module with my students. The information is correct in that student's interact better with each other and with their instructor when using group dynamics.

Body language, speech, tone of voice, etc. all play a part in how well students receive subject matter information. As instructors, we must always be aware of these things, including our moods.