I have found that when an instructor sets measurable objectives that clearly define the student learning, students tend to be more engaged in the learning process. I have used my objectives to show students who may be struggling that they have in fact learned new material as they are able to meet the daily objectives of the course. This is a great motivator for the struggling student.

As a student I found the syllabus to be a huge component of getting started and settled in classes each semester. Some were simply bullet points of information, and others did convey some "personality" of the instructor. Does anyone have suggestions as to somewhat creative ways to make their syllabus stand out that has worked in the past?

A positive first impression is imperative when starting a new class. A positive first impression sets the tone for the class and establishes an immediate rapport for the students. Without this positive first impression, it may be difficult to motivate students to learn as the semester progresses. The first impression sets the tone for the semester and creates the initial expectations for the class. A negative first impression will surely create animosity within the students and not allow for an environment conducive for learning. This positive first impression instills trust that the students need in the instructor to allow for a positive learning environment and classroom.

I have found that over the years of working in the Career Technical education sector, many of my students count on us to be their motivator. I find this to be one of the most essential tools for an instructor in this field. the lack of outside support to complete their program can often influence the student to give up when the going gets tough. By motivating our students, we have a better chance to help them succeed.

I myself have dyslexia. So I understand how difficult it can be. I have learned to overcome it. When a student comes to me and says they have it too not only do I use approaches they have had in the past I also show them the tricks I have used myself. It also shows them that they too can over come... thrive... and be successful. The proof is right in front of them.

Each concept in physics should come with many real life situations. Please comment

What are the key ways of keeping students engaged?

Assume on your first day you did not impress your class so well (Knowing your performance was below average), how do you regain your confidence in your next class?

How many times do you have to update your syllabus in a term/Semester?

Is there a certain format i can use as a test format to help my students who have language barriers? Meaning english is their second language.

I have found that when it comes to question and answer period I have had much success with the inclusion of fun noises and soft objects tossed around the room. If a student doesn't know the answer they are to toss the soft object to another classmate for support. This has lent itself to stress reduction in the fear of being wrong and not knowing an answer and in team building. The student that does not know the answer is to call the other student by name which helps in knowing each others names. My rule is that there are no wrong answers, NOT participating would be the only thing that was was wrong. Mt attendance is excellent and my students learn and have fun. I teach all age groups and this has worked very well for me.

A well prepared syllabus is critical to establishing a successful course. The syllabus is the contract between the instructor and student. All the classroom policies and procedures as well as expectations for the course must be presented in the syllabus. This allows the student to understand the expectations for the course. Students will also have the ability to reference the syllabus to understand the objectives of the course. This establishes an organized outline of the material that will be covered as well as what material should be assessed on examinations. Overall a well prepared syllabus provides the student with all the necessary information to understand the expectations of the course while the instructor identifies all the polices, procedures, and objectives to be successful in the course.

Instructional professionalism is multifaceted. It starts with personal professionalism. An instructor must present themselves professionally, not only with their dress, but also with their enthusiasm and positive attitude. Once this has been established the next component of instructional professionalism is content knowledge. Instructors must demonstrate expert knowledge in the content area being taught as well as real world experience in the subject matter. The last facet of instructional professionalism is delivering the instruction. Instructional professionalism defines an instructor that uses a variety of teaching styles and techniques that accommodates all types of learners in the classroom. This requires instructors to individualize instructional methods to maximize learning for all students.

I have a student currently that when ever I ask for questions will always want to talk about something completely off topic. Almost every time. He's not being mischievous, just the way his mind works. I often enough say "lets stay on the topic at hand", or "stay after class and we can discuss it". When i do answer his questions i end up 2 miles down the road in the wrong direction. The rest of the class groans every time he asks one of these and I need to move along. How do other people deal with these types of students?

I am an instructor in the field of dental assisting. I am a very visual learner and must be able to see it to do it. In clinical instruction I create the visual as well the written and verbal instruction. I am interested in learning from others that instruct in the clinical realm as well.

The instructor must be alert to the learning styles of the learners in his/her classroom. The instructor must be aware when to make adjustment to the instructional strategy used at hand to recognize if the students are getting the point or not. Lead In and Feedback questions can be used to ascertain the responses from the students and make a determination to either re-emphasize key points, or to re-teach that portion of the lesson or just review and fill in as appropriate.

The instructor must provide clear guidelines as to the course requirements in terms of content, classroom evaluation, lab evaluations and all required objectives to be accomplished.

Planning and preparation are critical to instructional delivery. The instructor must make sure that the appropriate allotted time is prescribed, so that good reflection can be done on the material before delivery to the class.

An instructor must be fully aware that he is in charge of is professional development, and that he would need to have a professional plan to guide him/her. The professional development plan would guide the instructor in taking courses, enroll in seminars and to do research in keeping with the pace of his/her field of expertise.

Projects are given and started in class then on Wednesday of each week the students bring the project into the classroom to get help or talk about the project given.