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!

It is important for the student to let us know that they have a learning disability. This way we can provide them with the help that they need to be successful in the class.

It is important as an instructor to have patience with students who have a learning disability. I know that sometimes I need to work one on one with that individual to help them to grasp the information that was covered in class. We need to go above and beyond are call of duty to help these students so that they do not give up on there goals and dreams.

I feel student groups allow all the students to get involved in whatever topic they are learning. Each student is then responsible for reporting back on the assignment that they were given in the group in regards to the subject matter. Again this gets all students involved in the assignment. All the students need to work together to complete the task at hand.

Floating around the classroom makes the entire class feel like they are involved in the class discussion. It also allows the instructor to make sure that the students are paying attention to the lecture.

How to address students when there are complaints about other members of a group.

How to address distracting students while not disrupting the lecture?

pharmocology lecture is 3 hrs long, dry subject how can teacher make that more engaging? doesn't the topic of the lecture kind of limit the teacher 's ability to engage the students

took advice from the video, I find coming 15 min before class begins you can get a good pulse from the students, does anyone else have experience to share when they come early to class

how effective are lectures presented in this format?