I tend to use different styles ex: multiple choice, fill ins etc.

I have always used this method

Evert term at the beginning, I do have them use a piece of paper and write down things they learned.

I find it interesting to use techniques to get the students to engage. I use games, power points and end of chapter discussions, this seems to work well.

It is best to know what the course is about. I believe that it helps to give the students an overview of the course by reviewing the syllabus.

In meeting the class for the first time I find it helpful to introduce myself, give contact information and review the syllabus. Also it is helpful to call the roster to put names with faces.

I find that the best way to plan and prepare for class is to read the material make notes and/or highlight and review before class.

I find it helpful to motivate students by showing that I'm excited by the subject matter and encouraging them to participate in class discussions.

After just finishing my first year of teaching, I'm finding that many of my students feel like I pulled a fast one on them. They perceived me as being a "nice" and enjoyable instructor but then when they took the final exam and received their grades, they feel like I was overly harsh or difficult. I'm struggling with knowing how to avoid the perception that I somehow pulled fast one.

It is very important to set standards and be very creative when teaching material that causes the deer in the head light stare. I 've found that my students learn faster when it is funny or something they can relate to.

Other than tests with multiple choice, true false, essay, fill in the blank and competencies?

How do we train some body who is disabled to do physical parts of a job?

What if you are in an arena with 200 students?

the instructor has given the students a clear idea of what they will be learning, what the task are and what the objectives are along with a realistic expectation of their classroom time.

My class has different degrees of education. Although the requirement to enter the program is only two years in college I have students who have bachelor's degree, medical degree(Doctor of Medicine),other doctorate degrees and associates degree and the 2 yr.college requirement. I normally ask questions during my lecture to a level that is comprehensible to all of them. After the anatomy and physiology of an organ the best portion to ask questions is when I go to pathology of the organ.I can already ask critical questions like "what adjacent organs are involved in the presence of a tumor in this particular organ?" "How many of you knows a friend or relatives having such condition and are they presenting similar signs and symptoms?" Normally everyone wants to participate in the discussion.For me critical thinking is a good stimulating process to check how much they understood and how far they have learned. It is much also better than memorizing. Thanks for the other tips on questioning in this module.It is definitely helpful to instructors with diverse student education and population.

To be int he classroom early and ready to teach or assist students with any questions or concerns for what they are about to learn. The lesson plans are on the white board; white board is being used and copies of the day's class for each student.

To behave as a model professional at all times. Continially engage with students while they are learning through our experiences and through the course outline guides.

I facilitate an Online Writing Center. One strategy I have found effective in engaging students in active learning to help them develop key skills are workshops that include interactive practice activities. For example, we have workshops on paraphrasing and writing thesis statements that include activities that invite students to work together to create paraphrases of a passage by working through the steps for writing a paraphrase. Students share their ideas and ask questions. I would appreciate additional suggestions for including more acitve learning opportunities in the Writing Center.

How do you handle a course that requires flexibility? As an instructor, you may want to plan out the course but there may be circumstances that do not allow for planning out the semester. This may cause uneasiness but if it is out of your control, how do you deal with this?

I have found that PowerPoint is overused and keeps the spirit of teaching lost. It does have its place and a "GREAT" powerpoint presentation with color ,anamations ,videos Etc is great. I wonder how many use powerpoint everyday just reading from a poor slide that they made or were given, no real energy just line after line oh put me to sleep now. If this is the only way the teacher delivers the material to their students day after day then they need to learn some other teaching techniques. Maybe teachers like myself who never use powerpoint are looked upon as boring and weak? My classes are never boring if anything just the Opposite. I can't say I'll never use powerpoint But for now, I won't keep my class in the dark.