Would like feedback on getting new students to college to understand what expectations are and to follow through

Would like to get feedback on developing course that addresses students with learning disabilities

Would greatly appreciate feedback and advice on helping At Risk Students learn in a classroom setting

I would like to see more indepth analysis of teaching styles in this course.

At times I have students who I think may have a learning disability, but have not acnowledged this fact. To ask them is a sign of disrespect if I am wrong. I know that by doing nothing, I may be doing them a disservice. My hands are tied by privacy laws.

there is a difference between floating and just pacing up and down which can become distracting, floating shows the whole class is involved not just the front row maintainng eye contact to long can become uncomfotable for the student but 2 to 3 seconds is enough to let them know you welcome their involment, acknowledge them and are maybe waiting for a reply

I have had a number of students with various learning and physical challenges. In each case, I work to identify quickly those students who may need assistance. We usually spend an hour together and come up with a plan to approach the material. Usually more time and a very wholistic approach to the learning process works best.

In class, I often work with students to remember that there is a difference between the way we speak and write and the way we do so at home. This seems to lessen a "critical" impact. I even use myself as an example. I have a strong Southern twang/drawl when I am around family and friends, but in the workplace (classroom) I use standard English. I have also used Spanish when tutoring students as a lead in to English, getting them to understand the concepts first in Spanish, then leading them to explain the same concepts to me back in English. It reinforces the conceptual learning and English skills.

In my specific program, team work is essential and will be part of the work dynamic experienced by the student. I begin group work on the first day of class and continue throughout the term.

I move around the class room constanty while lecturing. I also move throughout the entire room, front to back, side to side. The improvement in understanding and attentiveness shows results in the grades.

One method I tried with students who have reading problems is to prepare a vocabulary lsit for the chapter ahead of time. When they study this list it definitely helps them understand the concepts. They seem to know the basic english words. The knowledge of key vocabulary words seems to unlock the more important theme of a chapter.

I found that students who are primaril spanish speaking but and fluent enough to take courses are more motivated to learn. They understand that ultimately english is their path to success. They apprecaite when I prepare outlines of teh chapters ahead of time. Also, a test study guide helps them greatly.

Sometimes when I break up students in groups, I will then revisit them sometime later and watch how group dynamics occur. Especially, how one may dominiate or sometimes the student who was shy becomes a group leader when it is a small group (3or 4).

One way I used to handle a disruptive student is to have him or her submit a short paper on a relevant topic. I then will ask questions on it.

good student seems tohang with good students and bad students hangs with bad student .i try to mix them if i can .it does help

Personally, I think it is valuable for students to work in groups. I think it helps them moving forward in a corporate or even small business environment. When working on a project in groups I like to give out an evaluation form where the student grades themselves and their peers. I also like to monitor the group and define what it is expected but still leave room for the group to define their own roles.

I have found that making eye contact with all of the students has resulted in them being more engaged and participatory in class. I had a student last night for instance to start to participate and that was primarily due to me floating around and not making excessive eye contact. Meaning....I did not stare for more than three seconds so he started to feel comfortable. By the end of the class he was raising his hand and participating. I fully believe in the concepts of making good eye contact and floating around.

It would be nice to be able to label all students with learning disabilities. Even if we do have a label for the student, it does not mean that the student has all of the characteristics of that disability. Each student has their own unique strengths and weaknesses. As instructors we need to ask them how they learn best. We cannot fall into a false sense of understanding and think we know what they need because they have a specific learning disability. All too many times students with learning disabilities are lumped into one category and expected to all act the same way. If you want to know how to best teach your students, ASK THEM!

I was glad to see that I am following the suggested guidelines on what to cover during the first day of class (just not necessarily in the same order). One of the first things I mention is that everything we discuss in class is subject to test and therefore it is extremely important to participate and pay attention to the class discussions. At the end of the first class meeting, I give a pop quiz on the broad guidelines that were covered (not little details). This lets the students know that participation and paying attention IS important.

All learners are diverse and unique in their learning abilities. We need to help students capitalize on their strengths and improve upon their weaknesses. While we do this, we must also give the students the neccessary career skills needed. Getting to know your students will allow you to identify their strengths and weakness and thurs develop the career skills necessary for the career. Even though all students are different, they have one thing in common. They all have the ability to learn!