ongoingg formative assessment is key to providing proper instruction

it is important to make sturnts feel comfortable

so important to engage all learners

Communication is speech, body language, emotes, and most of all expression of emotion.

Adult learners are often distracted by outside factors such as family and work. When they come to class the instructor must find a specific formula to engage the student fully. When course work is applicable to program objectives and personal aspirations, there's a greater chance the student will be open to learning. In this week's class a student who I felt was least prepared surprised me by out performing others who seemed better prepared. As I reflect, the student taught me about herself by opening up during a speech. I'm glad I was receptive to her ideas and offered immediate encouragement. My thinking is that it is a necessity to remain open to all students. I'm reminded of the Sly and The Family Stone song lyric of the 1970's "...everybody can be a star if they try". We need to see our students all as stars to help them fulfill their dreams.

Ensuring students are collaborating and not competing is a significant criteria to planning and implementing in-class simulation learning sessions. Often students will become competitive with one another and resist helping each other achieve successfully as a team effort. By engaging all forms -- or as many forms of learning as possible in the activity, students have the opportunity to engage at two levels. They will engage with the group / team to achieve the desired goal; and, students will learn through the reflection of the experience and results of team-play.

Music can be a great way to energize sleepy students when entering the classroom first thing in the morning. An energizing music can also make a significant impact on students who are coming to class following a day at work. The music can help both groups (morning and evening) separate from their personal thoughts and focus on class tasks. The idea of using music before reviewing the class agenda will help draw people to the room on time...rather than lingering in the student lounge.

When facilitating a class, no two sections are the same. Altough course objectives may be the same, the discussion and activities must frame the learner's experience and career interests. Each time material is prepared and activities are designed, the focus must be on the students' career goals to ensure the course provides the maximum benefit to those enrolled.

What best approach to take for students that always disturb class?

I really learned how to concentrate on a diveristy of students and how not all learn at the same pace.

I really liked knowing how to handle students with language barriers. It is quite challenging but possible. I liked the fact that using word applications helps.

I liked this module because it gave me a clear pictures as to why I as an individual learn better in groups than individual study. Learning it groups really does help every student on their course content weakness.

There's a lot of talk about telling students how to study for your class, how to do their work so they will pass, playing games to make them feel less stressed. Many of these techniques sound like we are sending our kids off to their first day of kindergarten or teaching grade schoolers, but not college students. I expect my students to take notes. I expect them to organize their notes. I see too many instructors giving students study guides...to the point the student cannot function when being tested from a book because they don't know how to discern pertinent information without it being given to them on a silver platter. There is a lot of good information here, but I am not being paid to play games to make a student feel 'more at ease'. Are we coddling them too much? Or have we lowered our expectations regarding the students' abilities to actually be students?

How can we help improve our instructional style? Asking the student questions after the lecture was complete it. End of the course surveys Feedback from classroom observation.

There is always, especially in technical institutes, the student who literally knows the information covered in the class or for the entire term/semester because they already have professional experience with the material. When it is impossible to move them into another class, what are suggestions to help keep their attention and enthusiasm during the term/semester?

Sometimes I think teaching is like being an actor or actress. You need to know what role you need to play and sometimes you have to get into character. Does anyone else feel this way? By doing this, we grab students attention. I have also found keeping students on their toes so they don't know what to expect helps as well.

I have found playing a quick game on the first day of class, helps students feel more comfortable. I have also learned while it is important to lay the foundation for the course the first day, we should try not to overwhelm them because they may get discoruaged.

Sometimes when I am doing my lesson plans, I get overwhelmed with the amount of information and how to pick out what is the most important information students need to know. Recently I try to ask myself, could the student use this information in their person and/or personal life. If so, I include it. I have found this helps some. Any other ideas?

I found the five C's of an effective instructor to be interesting they were: Credible Candid Compassionate Committed Clear Has anyone ever felt like felt like they were not as comitted to teaching as they once were due to burn out? If so, how did you overcome it?

It's not often I find a class or course difficult but with 107 I have met my match. I have studied the material but get little from it. I'm going to take the test shortly and I will be shocked if I get a passing grade.