How many of these do we have to fill out. Who has time for all this? Twitting or always on the computer? I just want to be done with this. Does this satisfy anyones knowledge?

This is what is mostly about. Students young and old have the need to work at an off-site or in school mock house. They learn more with hands on...

Very important to the students

student often feel more comfortable asking questions when a entire discussion is taking place.

identifying learning styles of student can also assist in educational accomodation for impaired students.

Based on my experience, examples that illustrate practical applications of academic concepts in the real-world can significantly increase students' motivation level.

Is it acceptable to have the students conduct themselves professionally as if they were on a job?

How do you feel about adding outside resources not included with the syllabus?

What is the pest way to get class participation when it is obvious that they students are ill prepared?

It is difficult to adjust your instruction when there is a great discrepancy in the students educational background. How is the best way to deal with this?

I am a new instructor this year and even though I have taught for almost a year I still get that nervousness because I have new students every term. I hope that they welcome me as my past students have. I give a very detailed syllabus and we go over everything so we have an understanding. By the end of the class I am usually calm and know how my students are going to be.

What organizations can benefit career education instructors.

I find some course content as challenge to all four of the leaning styles. In some instances, I must rely on students ability to absorbe from a style other than their preferred.

I tend to smile a lot for a few reasons, I want to make people feel comfortable as well as myself. I tend to relax more and feel more at ease.

Students come to college and a built-in histories of serious trauma (physical,sexual abuses, sexual assault, witness to oviolence, homelessness, difficult family environments) or they migh experience seriioius trauma or loss during their academic years, some serious mental health disorders (bipolar, schizophrena) do not show signs, until students trust or build a comfort zone or trusts with faculty staff. I witnessed and experienced all the above, but did I identify their trauma, yes, to some degree, till students will actuallly tell me "i was not able to get my medications because of lack of money, etc., I am developing hives all over me, I need my medications, I cannot stay in class today, etc. etc." Along with ordinary college and life stressors, student struggle with their own special challenges that coincide with middle and later adulthood (adjusting to new environment, managing academic transition times, dealing with career path issues, multiple roles, maintaining appropriate boundaries with teachers and students, etc .)feel alone, isolated, and even hopelessness when faced with academic and life challenges. I had an encounter with a distress students just recently. She missed three weeks of classes, (with 6 classes, both clinical and administrative courses), being in the process of eviction, with two children living with parents, parents don't want her around her children, working in a bar to sustain her most basic needs,), student also has a 3.8 GPA, which she would like to maintain) I spoke with student advisement office to ask them to intervene and assist this student with regards to some financial assistance, and tutorial and or assistance liaising with other instructors. As an instructor of administrative courses, I chose to offer distance learning initiatives or communicating with this student on line. The challenge is the student do not own a computer. I told her to use the library and or the learning center. Some of her clinical instructors gave her essay topics to augment her grades, but she still has to pass the hands on competencies. My question: how do we help these students in distress. My answer: Give them all the ACADEMIC alternatives and or possibilities; but it is their CHOICE TO DECIDE AND TO KNOW THEIR PRIORITIES, WITH REGARDS TO THEIR PERSONAL LIVES VIZ A VIZ THEIR ACADEMIC LIVES, AND OTHER PERSONAL SITUATIONS.

Fun and simulation really keeps student involved in learning. After seen what shown they try on their own and with some trial and errors they build confidence and are able to do it.

I keep finding students who seem to be several different learning types all wrapped in one! I guess that makes sense! But it seems you need to keep mixing it up to keep them engaged!

students that work together can learn from each other, one student may expand on a topic

when speaking or lecturing, it is important to avoid becoming boring with a mono tone voice.

These activities are a great way to get student actively involved in learning the material. The more you get them to think outside the box about the material the better. It also allows them the opportunity to feel like they are part of the discussion.