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.

I found out some stundents like to help out after they have learn how to do something when i have one like that i put him with a stundent that is having trouble with a project this seem to have a great way for a stundent to feel he is doing a great job in class but is also helping out another stundent learn.

I teach electrical we use the code book to teach the stundents how it must be done than we do it in the class room so they see how it works. We also take them out on a field trip an use what they have learned in the classroom. I have a electrical inspecter come in and check out what they did this makes them feel great when he says it passed the inspection on the frist try.

I applaud the information I learned about moving through the room because I strive to do that myself, and know it works. The students must follow you by moving heads/eyes so it keeps them engaged, training aids can be pointed to, and people especially in the back of the room will not attempt to fall asleep or act up. Scott Humphrey

Test Taking and asking questions is a great strategy for the class.

Even though we have learned some valuable tools in this course, I believe in making your first day presentation your own mix. You should be very relaxed in the flow of your introduction to the course and flexible in case any questions arise and change your set checklist.

I believe one valuable concept related in this course so far was the idea behind not speaking down to students and not portraying oneself to be all knowing. Besides the fact that there is always someone with more intelligence with one subject or another, I believe it establishes an instant adversarial class room component. It can establish an “I’ll show him/her” state of mind that can resonate not only with one class but within an entire program. I for one strive to avoid this by recognizing that learning is a life-long process and students do have insight into subjects that I may have not considered.

In my classroom in order to keep the students active in class I introduce games. Brainteasers are always a big hit. Medical terminology is intimidating to new students but, by turning it into a game suchs as: Bingo or Medical Scrabble the students respond much better

Sometimes we just have to try something new. Yesterday I spent 3 hours in the dentist chair for a root canal redo. Today my face, jaw, neck and shoulder were in pain. How could I teach my managment class without lecturing today? The solution was to create a scavenger hunt to seeking answers through looking up, finding, acting out, analyzing and applying. The subject was motivation--it was perfect. The students had fun, learned a lot and I even heard during break them using the terminology in conversation!

This information is very interesting and helpful for me as I am a new instructor. I am already faced with the challenges of presenting information to all different learning types. I find it very rewarding when I see that light bulb come on and I have accomplished my goal of getting a point taught to my student. Most of what I am teaching is hands on skills. This is a great reference for me to have for knowing what different strategies for learning are out there and to help me think outside the box.