It is very critical to create assessments as it relates to the type of students we teach and the type of data we want to get from the assessment. We should create assessments based on what the students know instead of what they don't know to prevent discouragement in our students.

It is good to have student learning assessments so we as instructor; and the students can see their progress and the gains they have made throughout the course.

We should offer various questioning techniques for our students; so we can get a feeling of what the students know and what they want to contribute to the lesson through cognitive thinking.

Students learn in different ways, and we must teach the way they learn in order for them to become successful in the learning process.

It is very important to engage all they variety of learners within your classroom.

When you arrive prepared, your students will appeciate it.

It is important to have a course outline and syllubus to follow for both instructor and student!

Students really like to know that you are human. If you do not know th eanswer, look it up and respond to student.

Since there are several types of evalution tools be sure to use your evaluation tools interchangeably as the classroom is very fluid from class to class.

Alot of the tests that I utilize contain precanned tests. I usually used them on a regular basis, but I change the questions chosen from the text bank from class to class, and I also add some of my own as well. I know it sounds like extra work, but I have a good database of tests to choose from for a variety of class scenarios.

I provide a variety of testing methods based on the material. Some material requires more of an analytical approach to finding the answer and some are more of a general knowledge retention type tests.

I often get the crickets when I ask if there are any questions, so instead of asking if there are any questions, I ask some questions related to the material - sort of fill in the blank type questions that tell me iff they have understood the material.

This portion of the class was interesting, as I do run into students with different learning styles, but sometimes find it difficult to apply the material to the different learning styles. This module has helped to add some tools to look at when delivering my material.

I have found that students hate being read to - It makes tham feel that you do not know the material, and that they could just as easily be up front reading the slides. I always structure my lectures with the slides as reference materials, and I always make sure that I have good examples for the points I am teaching.

When starting a new class, I always provide an introduction that outlines my career and how I got to the point of being an educator. I think it shows students that they can achieve many different things throughout their careers, that are not limited just to what they are studying.

Teaching Medical Billing and Coding requires the texts to be up to date as the coding changes every year. I make it a point to review the texts each year to make sure they will be applicable for the courses.

I have found that when I staarted teaching, that my prior profession as a consultant helped me in the classroon - All of the items mention in this module also applied to working with clients as well.

Sometimes during active learning some students are still not motivated to learn. I would break them up in groups and let them all participate competiting against each other for a few extra points towards their lowest exam grades which they find very fun and educated at the same time.

Course content, always written on the white board prior to the student arrival should put an instructor into a certain mindset re:delivery. I can identify with one of the other comments that the total coverage of the subject matter is essential, and add that yes, the manner in which an instructor does this is just as important. Conveyance via a lifeless monotone, listless nature won't capture the student's attention.BE VIBRANT! Additionally, the longer an instructor has taught the subject, the better the delivery. He/she can make adjustments to course reference the style; what works? what didn't work? "Before a student can put education into life, an educator must put life into education" -Rick Costello, 2001 My quote was delivered to the graduates at their commencement exercise in 2001.

Be sure to not only assess your students learning styles but be sure you use enough variety in your instruction as possible. Use feed back to determine if you have achieved your teaching goals, do not be timid to change your instruction method if your initial attempt has not been successful.