I am new to teaching and havent had to do any lecture. what I teach is 95% hands-on. I like to have fun with it though and ask questions throughout the evening and during classroom clean-up to ensure they are grasping each days lesson. I am finding that every new rotation of students that come through I automatically pay close attention to what I do that works and if it doesnt I do it differently the next time until I find something that captures their attention more.I am a big fan of utilizing "props" you might say to give them more visuals of what we are working on.

I feel empowered to use a greater variety of assessment tools.

I had not been familiar with this evaluation form but plan to use it in the future.

I strive to do less talking and more listening.

I use dissections to add to the learning process in A&P>

How can I develope a good lesson plan when I teach in an open enrollment class?

I find it challenging trying to stay up to date on current career trends that the students may be relying upon an instructor to know. Especially when teaching in career college environment or in a field that is constantly evolving based upon industry need. This is particularly challenging when the course examines a subject that I may know 97% of the material but there is one specialty I have little to know experience with but that is the markets current hot topic.

In the area that I teach which is brakes I always use repetition for some areas such as using the brake lathe and also the drum brake trainers....I feel the more they do it the easier it becomes and the more confidence they build in themselves and I also find it stays in their memory alot longer

The learner who has hurdles can and 99 % of the time achieve their goals if you, the instructor, shows incouragement, shows faith in their abilities, and takes that extra step to help them succeed

There are several different diversities an instructor comes across on a daily basis. I believe the key to student success in these area's is to sit down one on one with the student and get an idea to what actually works for the student and what you as the instructor can do to make learning achievable for the student. Then incorperate what works, into your daily teaching.

Careful thought should be put into organizing a learning group. If you have a group of 20 students, it is important that you create groups that have multiple types of learners in them, meaning, do not put all the real quick learners in one group, and all the slow learners in another, etc. and maybe establish a group mentor. I perfer the verbage mentor or leader.

I find that multiple communication is a must to be successful in the class room. I use my voice, the white board, and demontrate. These three methods grab and are effective for most all students. The listening learner, the written learner and the visual learner.

I am in my second quarter of being an instructor. Main portion of what I do is to cooridinate clinicals for senior students and also prepare them for their upcoming certification exam. I am also a young instructor. A lot of the time I get strange looks from others as to say "Aren't you too young?" As well as my students are generally older than me. I am a huge promoter of initiative and taking grasp of every opportunity to advance and learn as much as you can. But, I run into the problem of not being able to judge if my students are seizing every opportunity. I want my students to be successful, but I am realizing with different learning styles, its not going to be easy to know if they are understanding all they need to. Any suggestions for getting them to open up or encourage them to adapt to other learning styles?

When teaching ELL students it is important to use good life experiences to enable success to be achieved.

The strategy of placing students in groups enables the students to share ideas and not feel inferior.

The training provides excellent points on how to enable students to remain engaged in the classroom

This has worked for me with the learning disability students, making the lecture material available in an outline has helped some students stay forcused and lets them review the information on their own time after class. I tried not to single these stduent out because I feel that sometimes adds a stigma and these students already need to work a bit harded. Also having the material and providing the outline to everyone in the class. As this section points out, this helps everyone.

In my time as a instructor I have found it useful to use my 15% the star students to elevate the status of your the 75% and also the 10% group of students it has helped helps in numerous ways and situations. It keeps the A-players from getting bored and builds relationships that helps the less successful students become b-players. That allows the instructor to concentrate on bringing the B-players to A-status.

The students share idea and concepts. Easy to learn subject matter. It also gives the opportunity to shy students to say something that they may not have wanted to say previously in open class. It help them realize that their ideas can be as good as the other members of the group. It helps to build their self-esteem, because they see themselves in a position as a contributor to knowledge and not solely as the student-receiver role.` Another positive outcome of having students work in groups,is the one on one that they give each other.Many times students will understand at a deeper level after they have had a chance to work and talk about the project together

Delivering a lecture to keep students engaged When delivering a lecture to my class I focus on the students I recall the first day they attended class and I recall the student’s first day’s note. What they may have told about them self’s and incorporates what I can into the lecture; this help the students relate the information. I also make sure I use a lot of inflection in my voice to make important points as well let them know which points are important.