it's easier when you're already an animated character, but if you aren't that type of person, watch people that are. watch how Steve Jobs presents a keynote speech at the release of a new ipad… maybe even watch your favorite comedian. I feel pretty confident stood in-front of people, I like to think that I gesture well, have good vocal authority. But if you think you are lacking in these areas… take to the bathroom mirror. If it's good enough for Robert De-Niro…

The preparation and time allocated for the classroom arrangement as this module suggest is so important to student learning. The dynamics are often driven by the classroom scheduled or given to you at the start of the year. Adjustments and creativity to use the space provided always come into play.

I use the syllabus objective section to prepare topics for lecture. The syllabus meets the criteria of what they should learn and thats what I give them, exactly what they should learn. I don't short cut anything.

I review my Instructor style daily to: (1) Make sure I gave students a clear understand of daily topic. (2) My lecture always begin with an overview, then notes on the white board. I explain word for word the notes. (3) I close out the lecture with interactive questions and a personal experience. (4) The first 15mins of class the next day I test the students on what we covered in class the day before. I rarely do multiple choice anything. There are no clues on the test because I am looking to see what the student retained. (5) I move forward with class and reiterate previous lectures as it pertain to topic at hand.

I am not new to training other people how to do things, but I am new to the whole "Instructor" way of delivery. I have been through a small portion of the training I am required to take, and I already can look back and wonder," How ever did I actually impart knowledge without knowing any of this formalized training"? Maybe in my old environment, show and tell was enough to get by, a university style school is a whole new ball game for sure.I am excited to go further.

This mandatory education is nice, but I'm feeling a lack of motivation myself. A heavy teaching load and scant time make it difficult to be the instructor mentioned in the video. Teaching four classes in a row with small breaks (10 minutes) between mean that if I want to get to the next class early I must ignore the needs/questions of my previous class. In addition, I am asigned two hours prep for each four hour class I teach. Of the five classes I am teaching this quarter, three are new to me. I feel overwhelmed. None of this is my students fault and I want to give them the best college experience I can. How do I get excited about what I'm teaching when I'm not?

I often find a little extra time before or after class will help, Become an ally with empathy

One of the biggest benefits I see in active learning is the opportunity to enhance different learning styles. Studies have shown that people learn more by doing by about 85% if I remember my statistics correctly. Also, this gives the students a way to better understand and soldify their understanding of hte material. Also, on a more practical level, does anyone really want to listen to a 4 hour lecture?

Creating objectives in class involves a lot of preparation. You have to make sure that you always have the ABCDs of learning in mind. The Audience: are they visual learners? Auditory learners? or Kinesthetic learners? You have to prepare for all these types of learners because in a class you will have all theses types of learners. The Behavior: students should be able to demonstrate if they learned a new knowledge, a new skill or apply the relevance of the new project. The Condition: students should be able to realize the conditions that is in the real-world work environment. The Degree: learning objectives should not be measured by the degree. I agree that if the learning objectives are wrong, so is the learning.

As an instructor, the Pygmalion effect will be great if you use it in a positive way. Telling the class today's lecture will be interesting, the exercises will be fun, achieving a higher wpm in typing gives them better opportunities when they start looking for a job, etc. When I group students, I make sure that there is always a student who would be positive enough to help the other students in the group. Giving positive comments encourages students to have a positive outlook regarding that module. They arrive to class excited with what that day will bring. What new ideas they will learn, what new skills they can apply that will get them ready to work. All these helps motivate for the students to come to class.

I love color and I love music. I try to wear a hint of red on Mondays because I believe I will start my week on a cheerful tone. I wear colorful scrubs to wake up my students and set a happy mood. Students notice the different colors that I wear. They say it brightens their days. I use different colors to correct homeworks and tests so they do not feel bad if they make a mistake. I would seldom use red pen to mark their work. I would even put a smiley face if they get a 100%. Anything just to brighten their day. I love music. I would like to have music in the classroom because I know students will do better if there is a background music that will reduce stress on a very busy day.

A teacher who believes that she has to know all about the subject matter would have difficulty in class. There are a lot of things to learn from the students. The new technologies make it a lot easier for students to research on the subject matter. I enjoy the discussions and sharing if students want to add new information during discussions. I always tell my students that they are lucky to have all this new technologies because it helps expand their knowledge at the convenience of their home or classrooms. Also, students do not get bored because they navigate thru different topics and also prepare them to be resourceful people when they are out there in the real world. I encourage students to open the Medicare, Medicaid, and other websites so they can get the latest updates. Students can be creative. It makes the class more fun and interactive with the new ideas students bring to the class.

from my experience in teaching in medical field , best method is to use more than one methods of teaching during your module and try to keep students exceited all the time to get a good result .

I struggle with "how" best to present the material...I show the students via an LCD projector and they follow along and then assign homework...any suggestions on how to better facilitate the learning?

I have students work in groups of two on assingments to review patient chart notes and abstract the key words to choose the correct diagnosis for each patient. But I would like some help in this area.

Most of my class sizes are very small from 3-8 students. It is hard keeping them all motivated. Anyone have any tips?

Yes it is true that we have less time now and seem to be covering the same amount of material. I must say that the best way to cover the material in the time frame is to be as organized as possible. Pre writing the days schedule on the board at the end of the day for the next gives the student a head start on what we will be expecting of them. Hopefully they will review the material the day before so the time can be used as effectively as possible.

What are some techniques to use with students that consistently answers open and closed questions incorrectly? The student tries very hard but usually is in left field with some of the answers. What do you suggest?

Would assessing skills by discussion as a group work in the medical diagnostic field? It demands everyone's participation because the technical or skill time is total participation per student, and by group assessment via discussion, all students benefit with what to do, and what not to do to perform the skill. Benefits are learning the equipment, improving hands on skills as well as learning protocols for exam. please comment as to whether or not this is set up for failure for students who are for example "shy". Sarah

I have not yet begun teaching, my question is, can we as a group in class (instructor and students)observe individual students while scanning, assess or critique how they are developing cardiovascular ultrasound skills? Or am I setting a student up for failure if they are not grasping concepts as quickly as others? Can this technique be used early in the laboratory (level 1) as opposed to later (Level 4), or vice versa? I view this technique as steps toward peer review and career relationships, working alongside a physician. Sarah