First impression is everything.

The best for ssuccess is preparation.

I enjoy my new course; I sit on top of my desk and tell my new guy and gals a little bit about my background in education. I then move into my expectations of the students, which includes the course outline and the course objectives. I make my students feel comfortable by letting them know that whatever their learning style is, I will aid them with the method they need.

Instructors should be given support and training by administration to be able screen for possible learning disabilities. Physical barriers to learning may need to be assessed, such as vision and hearing. Also if a student self advocates, the instructor should a have a means of confirming the student’s claim of a learning disability.

Cross Cultural Communication skill apply not only to ELL learners but to English speakers also. In teaching adults from different cultures, the instructor must be able to adapt to deal with those differences. Pre-testing can help alleviate language barrier and some knowledge based issues, but it would be well worth the time to invest in cross cultural communications training for the instructor. It also applies to teaching adults from different professional background... i.e. each profession has its own culture and specific language. (police, nurses, military, engineers, teachers....)

As an educator, I believe that teaching style is very important to overall student progress, material retention, and success. I teach for a career college which has students from several different types of socio-economic backgrounds; therefore, I have developed many different styles of teaching. I, actually, have to incorporate many of these styles into each class, and that certainly was a major challenge for me. In addition to lecturing, I have incorporated PowerPoint presentations in some classes, various handouts, charts, etc. Using multiple styles in my classrooms has paid off in regards to my students' learning process.

Before any lecture I give in a classroom I am unfamiliar with, I try to walk throughout the entire classroom and pace (count steps) where I plan to float or roam. I also check for positions I want to stop at to make points and to check if I am obstructing the view to the board or other media I may be using

I like the ABCD mnemonic. I tend to make the same mistake over and over again for not addressing what condition the skill is to be tested under. I could use it to make sure that my objectives contain all 4 components (ABCD-audience, behavior, condition, degree of proficiency).

When we have in the same class students with ELL and english spoken students why not make them sit beside each other that way we are not just focosing on one side and not the other.

I am always seeking new avenues in getting and keeping students interested in participation. When you give an assignmement, you expect some discussion/feedback the next return. Many are hesistant in fear of saying something that others may not agree or want to hear. Any more suggestions?

I believe that the “greatest tools” an instructor needs to have while dealing with people and their disabilities are patience, kindness and humility.

I like the idea of arranging the seating and/or work areas in different format. Not only because one can easily move around the room but also I feel it rejuvenates the room itself and brings a “new life”.

In my opinion, nonverbal cues are “silent killers” and they can affect how the instructor is perceived by his or her students. Therefore, one should try to be aware of their own mannerism so they can be controlled in positive way

I find that music can be quite a mood setter and motivator. It can often be quite a distraction, if not managed properly. Playing music during clean up, for instance, is a fantastic way of keeping students on point.

Im A new intructor and would like some ideas to engage my student when is lecture time?

I feel it is genuinely important to ask students for feedbacks so, it gives the instructor a chance to hear directly from students on how they feel about the course. Therefore, it gives us an opportunity to adjust or change anything that may improve the students’ learning experience

I truly believe that people learn best when they try for themselves. The challenge I feel though, is to get them engaged in a way that they feel "invinted" and "supported" throughout, especially if the activity/exercice is the first time around.

I guess I understand that music may motivate an individual or a group in thinking about a topic in a positive manner but I'm not sure that it would be appropriate/productive for every individual, group(s) or situations.

In the past, I’ve tried different techniques with challenging students to get the most out of them; but I have to agree that the “best results” that I’ve had thus far was when I gave them clear & direct instructions.

Please provide tip and tricks for teaching At Risk Students.