Start with the local news to get them engaged, then contiune onto a lession for that day.

Try to engage them on their level as adults and then break it back down to basic.

I have had a number of students who seem to be intimidated or shy and do not ask questions either during class participation or even one on one with me. They seem to be struggling but when help is offered or when I try to find out why they are struggling, i get nothing out of them. They almost seem as if they are not interested in learning or really have no desire or motivation. Other than letting these students fall behind, what other techniques could I try to get them more motivated to ask questions or even go to someone for help of they are not understanding the material?

I have a challenge with a group of know it all students. They challenge most of their instructors and usually create conflict between themselves and other students who are interested in learning.

Try creating an actual real life example of a situation. Or better yet create a situation and ask small groups of students to develop an action plan to assess, plan and implement the action and have a system to monitor the students actions.

There should be a good training period for new Instructors for at least two weeks. This will have a great impack on their success as a new employee.

I like using real life examples when I educate my class. By creating interesting examples of current personalities or celebreties, students may find the topic more fun and interesting. Another way is to have the students practice using their own information or ideas. This includes them in the process of learning

I learned that 75% of the population are visual learners during an instructor seminar. I'm in the dental field and teach lecture and lab. What has worked great for my classes is to bring a visual aide from lab and present it during lecture. This aide correlates with the daily objectives. It could be a series of dental x-rays-some correct and some with errors. I break the class into groups and have them chose which x-rays are correct and which are not; each group has a different series. when done each group presents their analysis. This approach is low risk because they are actively pursuing their analysis together and presenting as a group. At the end you will have one big group discussion for sure! :-D This works best if group members are switched each time you use this method. Ines

I teach at an audio engineering college. using audio recordings, or to have a student with learning disabilities record lectures seems only natural.

when teaching a technical subject there are many different pieces of equipment. I feel that this helps the learner associate the terminology with the practice/procedure. ultimately making the learning of the language easier.

it's a tightrope when first dividing your class into groups. it can have bad effects on certain members if they feel they have been put into a certain group for a reason. Maybe an idea would be taking a survey of the class, without the class knowing what this survey would mean ask them who their favorite composer is. Based on the outcome of the survey, you can use that to make your groups.

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.