What should I do about someone who is slow learning but does not have a learning disability.

I have only a small class and need some ideas on how to keep the faster paced ones from getting board while I spend a little more time with the ones who need help.

I am doing my first work group with one of my classes. Do you have any suggestions for me.

I have some classes that are right out of high school.Many do not understand what it is like to work for someone else,can you help with examples that relate to things they may have done.

Using formal assessment to measure student knowledge can come at several different points during your unit plan. Assessments preformed before a unit, while you are teaching the unit and after you are finished teaching the unit are all valid and helpful to a teacher, yet each serve different purposes. Understanding each assessment type is important to helping teachers fine tune their teaching skills.

An ever-increasing number of faculty from all disciplines are seeking ways to learn how the various elements of their courses affect student learning. This search includes assessment methods that are designed primarily for faculty use rather than for institutional data gathering or program evaluation. Feedback from instruments designed primarily for classroom use can guide faculty in modifying their courses to enhance student learning. This allows the instructor to come to a medium on their instruction style also because they can see where all their students are at. If you have advanced students, prepare to have additional work for them so that they are not bored during class.

Good questioning is an excellent aid to teaching that is seldom utilized to the fullest extent. Most of us use questioning solely to assess students’ knowledge and are less aware of its expanded value as an important teaching and learning tool. Good questioning is a major determinant of teaching and learning outcomes.

Students preferentially take in and process information in different ways: by seeing and hearing, reflecting and acting, reasoning logically and intuitively, analyzing and visualizing, steadily and in fits and starts. Teaching methods also vary. Some instructors lecture, others demonstrate or lead students to self-discovery; some focus on principles and others on applications; some emphasize memory and others understanding.

I like to get different parts to a test. T/F, short answer, eassy.

If you know the level of education / experience of the students. You can set the tone of the classroom.

When students are accessing material asynchronously you have the option to sometimes assign different content to individual students or groups of students based on the students’ learning goals and interests. This frequently allows students to see the how the material you are covering is relevant to their lives and future plans.

Take time to go over the syllabus, introduce the course, and establish common goals and expectations. Let them know the kinds of work they'll be doing - provide examples and demonstrations of the output you expect from them. Spend time in the first session to explain fully how the course will run. Make sure you allow time for questions and to clarify expectations.

Time -- we only have so much of it. The effective teacher cannot create a single extra second of the day -- any more than anyone can. But the effective teacher certainly controls the way time is used. Effective teachers systematically and carefully plan for productive use of instructional time. One of the primary roles that you will perform as a teacher is that of designer and implementor of instruction. Teachers at every level prepare plans that aid in the organization and delivery of their daily lessons. These plans vary widely in the style and degree of specificity. Some instructors prefer to construct elaborate detailed and impeccably typed outlines; others rely on the briefest of notes handwritten on scratch pads or on the backs of discarded envelopes. Regardless of the format, all teachers need to make wise decisions about the strategies and methods they will employ to help students move systematically toward learner goals.

When picturing a successful case method instructor, the image that often comes to mind is that of a charismatic individual, who makes it all seem effortless. But the fact that the instructor is center stage does not imply a need for showmanship. In the case classroom, effective teaching comes in a wide variety of styles. A quiet, thoughtful, soft-spoken introvert can engage and challenge students as effectively as a dramatic, high energy extrovert. What matters most is the trust, passion and commitment to learning that the instructor brings to the class discussion, and the authenticity of whatever style is employed.

Training is the key to maintaining ~

When a course is for students beyond their 1st term or at the bachelor level in a "major area", considerations best include: Personality(influencer, dominator, conscientious,even-tempered), work experience, age, motivation, GPA(if known), etc. True group diversity will encourage understanding, acceptance, respect, and embracing the work effort for the good of all.

Adult learners and career-oriented students respond to the "reality" of humor. Whether using light sarcasm, irony, or spotlighting current idiocies found in real life, the students will relax and place credibility with the instructor. The actions or events spotlighted can be used as examples for teaching specific points being covered. In addition, students can share humorous happenings from their lives that shed a credible light on the subject being covered.

The primary reason for using a lesson plan is to keep you focused on how to prepare for each class session including the content and materials needed for the students.

I tried this with a Family Law class with mixed results. I started with a divorce complaint and then worked backward through the elements: jurisdicton/venue, grounds for divorce, prayer for relief, etc. While it still met the course objectives, it didn't follow the textbook sequence. Now that I see this is an extablished technique, I am going to try it again soon. Carl

Hello everyone I just wanted to start a chat about making tests in general. I've been teaching a while and I have seen so many teachers just use the same test over and over again. In my opinion it needs to be "tweeked" every year, things in my field continue to change and so do the students. All classes are different and what was easy for one group of students will be hard for another. Unless you want to just "scale " the test and make everyone happy including yourself. Maybe we should all look in the mirror and see that we need to think more about what we are doing. Remember the grades students receive on their tests are a true reflection on our "teaching". Yes I understand that there will always be exceptions to this. You need to be on the pulse of the class each year !! A test that works this years should be in the trash next year. Put the effort in to help the youth of today. I have implemented this type of thinking and I'm glad.