Today during lecture i thought that i switch things up a bit and started with my demo plate of food. I used the debrief method as always but discussed the finer details of this dish, followed with the assembly of this tri-colored causa dish. I really noticed how much more my class was intuned with my demo and asked more questions at the end. The best part of today is that almost every team duplicated my dish and went out of the box on their presentation skills ^_^

I make sure the students know that no question is a stupid question. I like to encourage even the quite student, who is reluctant to say anything by asking a question and giving a partial answer and asking the student to give me the rest of the answer. It often breaks the ice and the student opens up more.

I often reward the student with extra credit points if the student gives me a correct answer on the topic that we are currently discussing or one that we have discussed previously. I will ask questions frequently during the lecture and I know that the students pay attention so that they can earn some credit points and they encourage me to keep asking questions.

I know that it is not possible to target 100% of the class's learning style all the time. I do try to use Power point with a lot of diagrams (visual), Lecture (auditory), reading (written) and an assignment that involves labelling and coloring .

I think it is very important to make the students feel that they can succeed and pass a course and to be successful they have to be in the class and together the instructor and the student can achieve what the students thought was impossible at the begining of the quarter. Making the students believe that they can do it is the half the battle.

Students with Learning Disabilities are very intelligent but just have a different style of learning and comprehending. They struggle at first with instructors who do not understand their disabilities. However, once an instructor is aware of it, its the instructors responsibility to take the time and effort to help the student succeed in class. Extra explaination and "one on one" time helps the students.

Students with English as a learning language can be difficult as an instructor to evauluate the problem or question. Sometimes I have a difficult time communicating with ELL students with heavy accents or limited English vocabulary. The best way I have found to face this issue is to take your time to fully understand what they are trying to say. I write down their question or problem so they can see it in writing. Usually seeing it in writing helps us communicate better.

Group assignments are very effective. The students are learning how to communicate with each other and understand what contribution will be necessary in finishing a project. They also keep each other in check to be on top of their responsibilities.

Eye contact is very important. It shows the students you are in charge and in control of the class. Not only that, it creates a personal connection with the students. As a new instructor, I use to get nervous and avoid eye contact. However, I found that I had more control over my class if I make an effort to make eye contact with everyone in class.

Many times we are told that we should play games in class, add many activities, and etc. That is fine when there is time, but to sacrifice the syllabus and the students' ability to complete all their work on time. I love to bring in different stuff; however, it seems to me that if by bringing some of this stuff in stresses the students, then why bother. I like to play learning games, but they are trying to force us to do all different things just to show "the powers that be" that we are doing this. If instructors are not comfortable, then maybe there is a reason or something that could be done to help the instructors to get comfortable besides just saying "do it".

I try to use different learning styles: written, auditory, visualization and tactile as I teach. It does help the students to have a power point prior to the class so that they don't have to keep taking down notes. This will let them focus more on the lecture.

Any feedback, positive or negative, on this type of assessment?

After you introduce yourself, briefly talk to the students about why you are qualified to teach this class. Let the students know that you have the knowledge and know how to make this class a great success. You have to present yourself as the person in charge, but at the time let them know that you will be accessible to them during your office hours and that you follow an open door policy during those hours.

I teach learners ranging in age from 20-50 in a Career institution. Much of this seems more relevant for children and teens. I am having difficulty sensing how appropriate a lot of this material is in my Speech and English classes that meet once a week in a 4 hour block.

I find at times it's best to present the next days outline at the end of class so that you can focus on key points the following day. This eases the student pressure and allows more question and interaction with the Instructor.

I am surprised that this module does not mention open-book tests. Some of the topics that I teach within a course are very challenging. On occasion, I will give an open-book test on that particular chapter. Granted, these tests are not the easiest. The students are still expected and encouraged to read/study the material. I find that students learn quite well from these type of exams as they are literally reading through the text to find the correct answers. Many times students do not study and come time for the test, they may just take lucky guesses or not. When a student does well on an open-book test, I know that they are motivated to do very well. They are actually learning. Remember that tests are not a measure of intelligence. They are just a measure of how well one does in taking the test. Students can be an A student and because of anxiety, they freeze up. On the other hand, you may get a student who does not show up to class, is late with assignments, but when they may have a stroke of good luck in guessing the right answers. I believe open-book tests are another way to assess students' learning.

I understand the importance of being early. And I also understand the importance of a student showing up early. One thing that I try instill in them from the very first day is "if you're not early, you're late." I then follow that statement with the explanation that this isn't something to intimidate or frighten them, but merely to stress the importance of acting at school the way you would on a job site. Being scheduled at 4:30 doesn't mean that you walk in at 4:30; it means that you are ready to go and start the shift, class, etc. at 4:30 What are your thoughts?

students know when you really pay attention and know them, they will stay with you until the end of their course generaly when they see you care.

work with students in a way they can learn from you and enjoy their time in class or lab.

soft music eases students when entering a new enviorment