From time to time the instructors have lazy eyes when we are in front of the classroom with our students watching. At times I know we are worried with the expressions from our students if they like the content that we are going over.

In one of the last classes I taught I had fill in the blank quizzes. I noticed that one of the students had problems writing down the answers, for example: the collecting duct was writen as ....the coletin dut...or the bones was writen as ....the bomess At the beggining I tought it was just mispelling of the words but then 95% of answers in 12 quizzes were like that. How do you approach this student, you do not say anything or do you refer them to somebody whithin the institution you are teaching?

Some students speak to me in Spanish because of my background but I never speak to them in Spanish or answer their questions when they are in Spanish. Should I answer them in Spanish? I tell them that all communication must be done in English

My experience has been that even though an ESL student may have very strong English conversational skills, that does not translate necessarily to English reading skills. Furthermore, it appears to me that learning our technology is inhibited because they don't have the vocabulary base in their native language to relate it to.

This is particularly challenging because diversity can only be based on gender, geographic location and names.

through reppitition Will help in retention of material both verbal and written.

Acctivities should be set up to get all students involved with the learining process. Both initial activities to access where the students are with any subject to direct the learning process and and ending lab to see how much they have learnned .

The surrounding in the classroom should be colorful and exciting to keep the students attention and involved.

I beleive it it very important to get students excited and stimulated during the learning process it will make them interact and become involved.

When forming groups I always pre-select the groups rather than use randon assignment. I start by determining the size group I want and figuring out what the group size will be. I then select someone who I know will be able to provide direction and motivation, a "leader" if you will, but I do not designate anyone in the group to be the "Team Captain" (those dynamics will play out naturally within the groups). I then assign other members in round robin fashion, attempting to balance the groups in terms of academic strength, interest, etc. I likewise make sure that the "problem children" in the class are also dispersed; those with poor attendance, low academic ability, etc. In this way I insure that no good students get punished grade wise by luck of the draw. It also avoids the absolute nightmare that a statistical outlier group of all the best or worst student being in one group would create. In short, I'm looking for groups that can compete on fairly even footing with each other academically as groups, not as individuals. This, in my experience, is much more effective than random assignment, and I've never in 22 years of teaching had anyone question or challenge these assignments in any way.

The individual has specific ways inwhich they process information such as class content, subject matter. Finding the way that a student processes information is the key to unlocking their mind to the information necessary to complete course work and successfully achieve their goal. To become more employable in an area of interest which could possibly lead to advancement up the career ladder.

The enthusiasm an instructor demonstrates during lectures can definitely affect interest as well as retention. Its important to keep students motivated so they will look forward to being in class everyday. There's an art to lecturing on boring subject matter to ensure that the students are grasping the subject. Therefore it's the instructor's responsibility to try and spice things up by adding little life experiences at the right time and place to keep it interesting.

Often online learning requires reading material that competes with the cure for insomnia. I find that I have to take small breaks to refocus the students and try to discuss what they have just read. The majority of our participants are here for hands-on specific skills which is harder than the usual on-line material.

To keep students satisfied with the this pace, it is often necessary to find solutions as well as other means to keep your students focussed. I believe the course will take a natural progression if you know the material and can control the direction you want it to go. Student progression in the course is always an issue considering each has their own pace, while attempting to complete assignments, quizzes and projects before the next class meeting.

Understanding learning styles goes hand in hand with increasing your effectiveness and leveraging your style as an instructor

Giving students with disablilities personal attention is a must. As instructors we must be sensitive to their specific needs. This is very important to ensure that they get everything they need while going through their educational experience.

When grouping students I always like to focus on the differences of each one. I like to group them by their strengths and their weaknesses. I also like to place them according to the differences in their backgrounds and how they learn. This way I can ensure that peer teaching will be effective in each group.

One of the ways that I do this is by getting my students involved:) There are times in my lecture that I will stop and present Q&A. This not only allows them to become involved in my lecture it creates a sense of being part of the subject.

For me, preparation is key. I like to see the classroom where I will be teaching ahead of time. This allows me to visualize myself teaching in front of students in that exact setting. Knowing the number of students I will have ahead of time helps with this. It also allows me to see what resources are available, like a board and markers, overhead, power point, anatomical models, etc. I also want the book the students will be using as soon as possible, syllabus, and any other materials so I can begin making my own class notes.

Motivation is huge with me. I also work as a personal trainer, and in a physical therapy clinic, and have found that different people are motivated in different ways by different things. However, one thing that I have found works best with almost everyone is positive reinforcement. If an "A" student happens to do poorly on a quiz, I remind them that quizzes do not count as much toward their final grade, so it will not affect it as much, and that there will be other opportunities to make up for it. Same type of thing as a personal trainer; if a client or patient has a bad day and does not perform up to their expectations, I remind them to look at the big picture, that we all have good days/bad days, ups and downs. Those trying to lose weight who get discouraged because they didn't lose anything this week need to be reminded of how much they've lost over the last six weeks. Look at the big picture, not one incident.