How do you handle a situation when the tone of your voice is misintrepreted?

In an online classroom it is very hard which type of learner that is in your course. The main objective is to be able to deliver your lectures in different facets for the learners. For example: the lecture material can be consistent with audio, animation, and subtitles for the learner to become engage in the material that is being delivered.

First day of class is the most effective time in meeting students and discussing the course requirements. Student’s attendance is very crucial because you have the opportunity to meet and network with other students and are able to respond to their questions and concerns about the course. I enjoy the first day of class because it give me a better understanding on how to facilitate my classroom.

In preparation for a live lecture on first day of class, often times, I hear students discussing their concerns about online education. Their primary concern is the delivery of online content and would they be able to understand and grasp the learning curriculum. I would like to hold a live lecture to ensure students that online education can and will become a benefit in their learning experience as well as their learning environment.

i feel that some standardize testing can be graded on a scale which then leads me to think that they don't get a clear view of what your class has learned. how can these kinds of test grade the students taking them evenly?

Using questions as a means of analyzing what the student had retained, works well. I have found that some students look forward to questioning as a good means of reviewing material from class. Unfortunately some students dislike being questioned in front of the class, even to the point of panic. I have found that having more than one student responsible to answer the question, relieves the tension created by singling out a student. Because our classroom is set up with tables (three students to a table) I can call on students by table. They can confer and come up with the answer collectively. I encourage students to question each other as a review before testing. Students on a one on one session feel less pressure and will participate. I can listen in on these smaller groups to add questions, or guide the questioning.

I feel it is very important that the student let you know up front the first day that they have a problem. this way you can help the right from the start and they will not fall behind. catching up is hard to do .. I may have to explain something several different ways for the student to understand. Doing this in a group setting gives another prespective for the other students as well

I will usually give exaples from past experiences. It lets the student relate to Why they need to know the information

When in demos I only allow 2 students to pair up no more than 3. any more than that, Someone is always left out of the learning process

I float and make eye contacy because it lets me know that student are paying attention to me and it also helps keep them moving as they follow me around the room.I also can make adjustments or backtrack on the info a little if I begin to see the deer in the headlights look.

What do you suggest for a teacher who has English as a second language? It seems to affect the confidence and interest of the students on their teacher.

know that u as an instructor should come with more than one way of teaching a lesson.

how can not being prepared affect the lesson plan when it comes to giving instructions to a class?

After completing the course, I realized that I am guilty of over-using procedural questions and worse, using the "filler" questions like "does that make sense?", "OK?", etc. I think I need to practice my speaking skills, as those types of questions help fill space when you are nervous or trying to maintain your train of thought. Does anyone have any advice on eliminating filler questions that arise out of nervousness?

When the student's disability makes them inappropriate for the career?

Does walking around the room while lecturing work?

So often in the classroom, we tend to generalize our questioning concerning content to "Are there any questions?" If I want to get more response from students I will use oopen questions and encourage the students to give their perception of how the content can be applied to the actual work that will be performed in the Lab.

Is a pre-test on the first day really a good idea?

The way that information is presented today is much different than when I was a kid, long hours of pure expository lecture is the old way of doing things. Not that the style of lecture doesn’t still hold a place in the classroom but combination techniques seem to be a good way to shift a drifting attention span back on to a subject. By incorporating interactive ability, problem solving and case study concepts attention can be returned to a subject.

I did like the example of getting to know the students names and I agree that not taking the time to learn shows a great lack of respect. I liked the secondary idea of asking students which name they prefer to use. I have found this to be pet peeve especially with a name like Michael, it could be Mike or Michael but I have had some refer to me as Mikey.