I'm not sure my class will like this. I wonder if I should wait until next quarter or start it mid-term?

I'm pretty new to teaching so working with students who have issues with reading and under standing what they have read is challenging

Last quarter I used a "muddiest points box" to allow students to write a question about the topic that they may not have wanted to ask in class. It worked really well. However this quarter the students either don't use it or use it to ask questions about their own pets. Should I just stop using it?

I teach physical therapy. I tell my students that they can learn a lot from looking at someone's eyes. We can see fear, pain, happiness, along with many other emotions. The same goes for students. YOu just have to look. But here is my concern. As an instructor, I hate looking in people's eyes. I am a very strong introvert and by looking into the student's eyes, I have to use a lot of energy. However, I can and will do it if necessary, especially when I need to get my point accross. There are many people who are like me. When I was in grad school, we were discussing stereotypes and someone mentioned that people who don't look at you in the eye is mischevious and not trustworthy. I was really offended by that. But introverts are not the only ones who have problems looking one in the eye. What about various cultures who feel you are being disrespectful if you look your superiors in the eye? What about the person who is abused, both mentally, physically or verbally? They don't want to look you in the eye as well. When we look at our student, yes, we will get a lot from their eyes, but look deeper than that, and it will tell you more than you could imagine!

What reinforcement strategies do you use successfully to help students retain new material and content? How do these change when helping students that are struggling?

I went to a course on active learning and the development of learning groups. One of the things they taught us there and I found it to be really useful is to develop a questionairre and a rating system based upon the topics that you are learning. You then have the students line up based upon their rating with low at one end and high at the other. They then count down in how many groups you want. I have found that this allows for a mixture of students who have knowledge in the area as well as students who has no experience in the area. I would ask questions such as how long have they worked in the field, their age, how many years of college have they taken, etc.

How have you successfully helped students that have reading and/or writing deficiencies in you classroom?

How have you used learning groups in your classroom & how successful were you in their use?

What do you find is your most successful non verbal communication skill in the classroom?

the best way that I deal with this is to have open discussions with class and come up with the result as a class.

I find that in some of my classes, the schools requirements of content given in each class period, puts more stress on the students. I understand that you have to educate the students on the course material, but I sometimes find it hard to break the content into a buffet line when there is so many concepts in the same lecture period. It is almost like the buffet that never ends! I try to use class breaks in between topics that allow the students to take a rest before we begin the next 'buffet' and I find that it helps. But I do sometimes wonder if there is a better method than relying on 3-5 minute breaks in material. I do not want to overwhelm them but I also have a responsibility as an instructor to cover the material.

What is the best way to get students involved in questioning sessions? Some students seem content to sit by and listen no matter how much encouragement is given.

Getting to know your student can be difficult. Perhaps having all students write a breif essay on the first day of class discussing why they have chosing to come to yti will give the teacher a better idea of who and what kind of person there students really are.

a studens religion has a place in the class room as it does in the world. student need to learn to respect there peirs no matter what their beliefs may be. condeming, preaching, scare tactics and discrimination has no place in a classroom or society.

It is important to arrive in appropriate clothing that an adult student would wear at the completion of their program.

I am a first time instructor, and have two classes I am currently teaching. I find my two classes are like night and day... the younger class constantly test me, while my other, more advanced class goes with the flow of class, and do not challenge me. I do not come into the class room demanding respoect, I do not throw my "authority" around, and I treat everyone fairly. I discuss with them why they lost points, and am open for a discussion about a varying answer. About half of the class constantly whine about the homework assignments, quizes and lab work, while the other half does really well, and completes the work. I have asked other instructors if I am being too demanding, and they all feel that I am just being tested. That the curriculum is within what is fair to expect of the class. How can I unite the class?

I find that keeping the class content and class flow varied & fun keeps both the students & instructor from being board & creates an environment that all want to be a part of. Sort of a, "What's going to happen today?" anticipation.

Ice breakers are a fun way to lessen the initial stress component of the first class meeting and gives way to all involved to be themselves, relax & see a glimpse of who the class participants are.

Being organized in your planning helps to keep the instructor's focus on what elements are needed in the course and how those elements will be delivered. A disorganized planner is evident to their students as is an organized one. It sets the tone.

Within the teaching realm, the art of caring needs to be present. When an individual believes and feels the instructor cares for them they can feel motivated to learn.