I believe that students being behind others in comprehension reduces the overall effectiveness of the course; it certainly slows down the pace and increases boredom in acheivers. I think it is much better to recognize these issues; whether it is english as a second language, or poor reading at the appropriate level is a detriment to the overall class. I believe this issues should be recognized early and in many cases referred to remedial study. I know this can be embarrasing to many "Phd's"; but, the overall intent is to ensure they perform and that the overall class is not held back for one individual. Not too popular, I'm sure...

Some people simply do not want to be involved in a group. For whatever reason, the, "touchy feely" of it becomes objectionable. I find this situation difficult to overcome and in some cases simply have student that will not actively participate. Is this an issue of mine?

I like the idea; although, I must admit it makes me uncomfortable to watch myself - much like listening to myself. I still think that a self-restropective during your drive home is a great way of determining how well you interacted and you were received.

Since all students do not learn in the same way, it is important to adopt a teaching style that effectively addresses each learning style. Most of my class agreed that they are kinisthic learners, however, I, as the instructor must decide what materials will be used to facilitate learning. The majority of textbook materials are gearned towards visual learners. They have powerpoints. To help the hands on learner, I usually have an assignment to go along with the powerpoint so that students are not just sitting there in a daze.

My biggest struggle was when I got off schedule from my syllabus. I could have gone through my entire syllabus as scheduled but I recognized my students struggling with the pace. I must admit it through me off quite a bit. I know I made the right decision and I think my students got the most out of what was taught.

I think that group discussions are a great way students can prepare themselves to perform a high-risk activity such as speaking in front of the class. When students interact with each one of their classmates, they feel more comfortable when speaking to all of them a once. I try to change of group members so that all the students have had a chance to interact with one another.

If a student has this problem while in the career college setting; how do you identify such a problem? While the need a doctor dx the problem and is there medication for this disability?

I wasn't aware of the 15% of americans who have learning disabilities; this is major in my eye sight. It must be true "children learn what they live", I can not imagine just how many children go on in life and can not read nor comprehend what they are reading. Who is at fault?

I believe that it helps to give the students an overview of the course by reviewing the syllabus.

I always have my students introduce themselves and speak about their expectation from the program. I then speak about my career background.

I am looking for ways to promote better and more affective ways of conducting group sessions with students. I've mostly have gotten some students that want to participate and others just sit in the group and basically do nothing to contribute. When they are told they must participate that get MAD. Not and easy task at times. I need suggestions please.

Preparing for a class is essential it gives me confidence.

I have in the past 4 - 5 terms have found out just how important it is to openly communicate with students about numerous of this; not only pertaining to the subject at hand but about things in their city, county, state, country.

I am returning to the classroom after 10 years in the clinical area. I am now focus on developing as a competent instructor by using model, manager and motivator techniques

I have three and a half hours of lecture every other day. I try to involve the students but I have exhausted all my resources. Does anyone have any suggestions for games or activites?

I make it appoint to go over the syllabus in the beginning of the course. This helps set the tone for the course and lays out expectations. I feel this practice is very helpful to teacher and student. As a result, there are fewer problems along the way.

Dettermining which students may have a learning challange can sometime be the biggest hurdle.

It's importaint to plan projects carefully so, the student feals like they have gotton something more than just a grade.

If learning groups are too large, some students tend to "ride the coat-tails" of the more dedicated students.

True communication is listening, not speeking.