The topic on using memorable moments was particularly interesting to me bacause thsi is something that I do in my classes with students but not after I get to know them a little more. Some students are either just shy, or private, and before I use personal examples from what I have learned about the students, I try to learn the students themselves. I still think it is an excellent way to get students to retain information. If you use examples from their life experiences, this is something they can relate to. I also ask students for personal examples, so that they can draw from their own experiences. Most of the time, I find soemone else has a similar story.

I would like to get input on how you pace delivery of content within the time allotted for the class, responding to students questions and talking about real experiences without running over. I feel like near the end of the class I am rushing through material to assure that I have delivered the content that is expected for that particular class.

Involving students into groups give every student the ability to see the entire project and develope it through to the end without having to do each seperate assignment. The use of groups allows everyone the inaction and training along with completion on time. Everyone is focused to be on time therefore not to let the other members down in the completion of their task. Adding all the task together shows the students the whole project. Students are willing to work harder in a group rather than letting their peers down.

The instructor needs to develope a plan for lecture which moves him through out the classroom and keeps students involved. Instructor can start asking each student why they chose this field of study and how they will apply the training to real life. Using this information, he can freely move about the classroom and have each student show their plan for action. Take a few good plans and intermix with lesson being taught, using students idea to help demostrate the object of the lesson. This will force everyone to stay connected since their plan could be next. Finally keep focusing on varies students, which allows the instructor to maintain eye contact and facial expression.

What are some ideas for the first few days of school for dental assisting students in a A AND P CLASS? tHANK YOU.

I've tried to implement a variety of tests / question types this quarter and have managed to uset EVERYONE. It seems every type of student resents at least one type of question. So just suck it up and go? Or is this a modifable problem?

This is a great tool that I will use in my introductory lectures

Our school's switch from a 3x4x3to a 2x2x11 schedule has allowed for much better evaluation. Hoping I can take the points of this session an implement. My "test writing" and ongoing evaluation need some brushing up.

Love the Socratice method. In fact imho I need to "branch out" and try some different "questioning" methods. Suggestions?

by a visual/tactile learner in a series of heavy reading / lecturing classes. Trying to mix up my whiteboard presentation, color coding my notes and hopefully i'm getting through. Hopefully this session will have giving me some tips but always looking for more.

I've transitioned to more small group activities in my writing class (which means less lecture). There was some concern about my students covering enough of the curriculum. The proof of success for me was the increase in the quality and quantity of their graded writing.

Many of the classes I teach are self-paced and timed. The students must demonstrate a skill using a computer program, and they must do it within a set time - typically the length of the class. It is hard to vary the testing except at major milestones such as the middle or end of the term. Because of the nature of the class, even then it is difficult to present more than multiple choice, true/false, matching. There is probably some room for creativity here, which is something I plan to work on.

First, there is no such thing as "disrespecting" a question. Turning a noun into a verb is a common practice, and very cool, but not correct. Questions can also be varied in the classroom, I believe. Sometimes it is good to through in an unexpected question; it could be one the students were thinking, but were reluctant to voice. This also relaxes them because they know that no question is wrong, and every question will be treated with respect. It is then that a true exchange of ideas and information can occur.

At my institution, several courses are self-paced and instructors are there to help students who have difficulties with the information, or applying the information. I don't think this type of class lends itself to learning styles, primarily because the help is individual, and based on the progress the student has made. It would be difficult to halt the entire class to discuss a problem because each student is at a different place in the book, and may understand what this student does not. This type of atmosphere makes learning styles a moot point, don't you think?

As a teacher in college that use the quadrant system; I have to meet new student every one and a half months, that means I meet many studenta for the first time. Usually I introduce myself at the beginnig then. after letting the students to introduce them self I try to make some joke about my life as a student, show them how beautiful and interesting is college life despite the stress of studying, I would use some examples of how the science I'm teaching apply to some popular movies, like " the whole nine yards" when I teach dental assistants, honestly I do not try to overplan my first day I try to go with the flow and listen to the students then connecting their concern with the course.

what can we do to linger the attention span for an adult student?

i think its 20 minuts

I work for a career college where are syllabi are written by other people. On the one hand this is helpful because it clearly lays out the objectives they are seeking to cover, but on the other hand it is necessary to make constant adjustments to the syllabus to accommodate the differences in classes and paying attention to their individual needs. I find myself using the syllabus as a guideline more than as a road map. I don't want to downplay its importance but I also trust my judgement once I have taught a class a few times to anticipate objectives that need more time or less time.

Before I begin a lecture/discussion, I begin a general discussion that incorporates the subject that I am about to begin, the students do not realize that I am gauging what they know about the subject before hand. I let them explain how they think that a certain process is done letting all the students add ideas as to how this process is done. I ask critical questions as the discussion progresses to make sure that they are incorporating all essential elements that must be considered. This peaks their interest so that when I start the lecture they can recognize if their thinking was on the right track!

At my school, most of the syllabi are canned, although we can modify them to some extent. Is it acceptable to add short addendums to the syllabus to highlight specific instructor expectations?