As a Voc. Ed. teacher I have experienced first hand the need to implement visual and kenisthetic learning techniques in the class room. Understand my students learning needs are critical to my diverse student population. The "X" gen./"Y" generation students of today are so bombarded by multi-media, just keeping focused in class has become an ordeal for many of them. The proverbial cell phone has become as much a nemesis as ally in the hands of youth. I strive to keep the lectures as flashy and entertaining as possible - to compete with all the modern distractions. I'm also trying to implement interactivity requiring my students to review points of the lecture electronically, as the lecture is being given. Any thoughts for improving my particular efforts would be greatly appreciated.

My daughter is hearing impaired, her whole life i pushed her. No matter how hard it got i never gavein. Now she is a grad fron eku, with a great job. I'm saying you must find what works for them, she learned in color(flash cards).

Most of my students fall in the 18-25 year old range. Though in my 40's, I feel I relate well to this age group on the whole. However, occasionally we have a 17 year old student, and currently, I have a student in the neighborhood of 60 years old. At times, these large range of ages has impacted the "group dynamic" in a negative way. Other times, it has had a positive or neutral effect. My continuing challenge (that seems constantly change in circumstances) is to work toward a positive learning environment or, what I like to call, "moving forward". Any thoughts?

In the material it strongly suggests that only do roll call during roll call. In my classes I've found effectiveness in taking a different approach. My class is an intro class where 90% of the students are taking their first college course ever. Many are the first in their family to attend college. They are nervous, unsure of what they are doing, and many times sceptical. During the first meeting, before taking attendance, I take a survey, finding out how many of them are attending college for the first time, how many work full time, part time, who already bought the book, have laptops with them, etc. This gives me an overall sense of who my class is while lettting them realize they are not the only one in the classroom that are in the same situation as they are. When I actually take the roll for the first time though, I take a moment to talk to them. I ask each student at least one question related to their experience with the classes subject matter. I also make a comment on their comments--even if its simply rewording it so that I can demonstrate that I understand what they said. This not only helps me identify the student as more than just a name on the sheet, but also gives me a chance for them to see that I can apply my expertise to their area of interest. I do this before anything else in class (except announcing my name and the classes name) and it really makes a noticable difference in the tension level in the room. This is only applicable to my intro classes; in the other ones my style is very similar to what you brought up; I just think this is one exception to the "rule" that might deserve some discussion.

I teach a 5 hour class and this really puts the attention span to the test. I'm able to move my classroom to another location. For example, we will have class in the student lounge and get a soda. I'll present the topic before we leave the classroom and break the students up in groups when we get to the lounge. It seems a little change of scenery helps with focusing and it's like an activity to them.

test the student first in different types of test so you can determined what test works better

give students a problem and diveded into groups and they need to come out with a solution.

ask the same questions but different format

I would like to learn different styles to teach a dental class

How do you get more of the students to participate in class discussion? I alwarys have the same students participating.

I am new to the education environment. What is the best strategy to maintain retention in the classroom?

With all the planning and preparation I do to ensure that students have the necessary requirements for externship? How do I make them understand the improtance to meeting required deadlines and getting them met?

What is the best recourse in minimizing the attitudes amongst students in the classroom?

I have noticed it helps me stay organized to keep everything having to do with my classes, curriculum, etc., online, but I recognize much of the training provided here by MaxKnowledge highlights the use of certain printed materials. If I like to implore a "green" approach to teaching materials (but am still open minded about printed materials) what do you consider to be "essential" printed materials?

Like others of you, I prepare and keep my lesson plans online. Not only do I believe this is a environmentally friendly approach, but my students also seem to appreciate having an official reference. Could someone offer an example (link) of an exemplary online program for comparison?

So, when you come across a student or student(s) who are bored with the entire learning process and have become somewhat notorious around campus for their poor attitude and less than enthusiastic approach to the curriculum, when do you say enough is enough? usually someone else is footing the bill for them to go to school so they do not seem at all concerned about wasting time and money What are some ways to counteract their lackluster attitude so it will not diminish the positive spirit of the other students who are trying to make a difference in their life?

I've had students with dyslexia. It's true, they are very helpful in telling you what can help them. With help and personal attention, they seem to perform just as well as my other students.

I have had a student who does not speak good english. She struggled with tests depsite spending much time reviewing with her. How do these students overcome this barrier?

Students should not have to spend valuable class time trying to figure out what will be covered in class. Put an outline on the board of the days topics. Letting the students know what to expect can relax them and take away anxiety.

I've been teaching for at least 10 years, but I still get the jitters on the first meeting. I know if I feel this way, so will the students I always start by saying 'Welcome" and go from there with the icebreaker: introduction of myself with a little background and then I have my class introduce themselves with a little background. I make the seating chart as they introduce themselves, so at the end, I can call them by name. You are right on with having a list of things to do for that first meeting.