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Ask a question from your peers to help you in your professional work. Seek different points of view on a topic that interests you. Start a thought-provoking conversation about a hot, current topic. Encourage your peers to join you in the discussion, and feel free to facilitate the discussion. As a community of educators, all members of the Career Ed Lounge are empowered to act as a discussion facilitator to help us all learn from each other.

John Mims
John Mims CHEP

repeating and repeating

Yes sometimes I feel like I am at the department of redundacy department when I repeat myself but I have found that this technique does help get the message across. I realize now that even when I think I fully explained something ,someone will not understand or get it. I like to end the class with a review of what we did that day. I will also do a quick synopsis of the previous day's subject matter.
Jessica McElmury
Jessica McElmury

ideas for teaching "hands on" learners

looking for ideas to teach medical terminology in a "hands on" way...
Alyssa DeJong
Alyssa DeJong

Work groups with a negative individual

I am a big proponent of workgroups. They offer great problem solving skills, practice with active listening and dialogue, and prepare students for real-life situations in which they will have to work closely with different individuals. I sometimes struggle with the fact that there is occasionally that "downer", or extremely negative individual that can tend to drag any group down with their complaining or negative attitude. Does anyone have advice for how to deal with this situation? Thanks! Alyssa
Ashley Scott
Ashley Scott

Motivating Students to Come to Class

Although I give points for group participation and attendance I have found many students skipping class. The class I teach is a general education course and many students find it irrelevant. Assignments and course discussion are designed to apply content to personal and work life but I'm still having difficulties getting students interested in the materials.
Joseph Lloyd
Joseph Lloyd

Questioning through interpreters

I'm a big fan of questioning as a learning tool but I find it not quite as effective when using an interpreter. It slows the class down even more and the interpreter has to be carefully trained on how to deliver the questions...they tend to try to hard to explain and are uncomfortable with long pauses. Any suggestions on how to better implement questining thru a terp?
Renetta Davis
Renetta Davis

Preparing lectures

I was recently hired to teach a class I've never taught before in a non-traditional teaching environment. A week before the class began I was given a textbook, a broad scenario and weekly student tasks posted within the course, but no lecturing tools. Within the task list for each section were topic suggestions to base each lecture. Any suggestions or comments on how best to approach lecture preparation are welcome.
Joseph Lloyd
Joseph Lloyd

Role of Culture in the Classroom

I'm not sure where this topic belongs but here goes- I teach non-western students overseas but only have them in the classroom for 1 to 14 days. I find all cultures are familiar and comfortable with a lecture but not so with more interactive discussion types environments. Many students are concerned about loosing 'face' in front of the class; others will carefully avoid challanging any remarks from their 'superiors'; some cultures do not value timeliness (in attendance) and etc. any suggestions/recommendations for increasing group discussions?
Scott Cohen
Scott Cohen CHEP

mixing it up

Today I taught a lesson by breaking down the techniques using the technical techniques of each item and putting it together DIFFERENTLY,I still had each component of the dishes I prepared just not biult the same.I stayed true to the preparation technique,This showed the students how to take a classic and put a twist on it staying true to the classic technique,The students loved it and payed more attention to it.I beleive because it showed them how to take what they learned and use it in real life.!!!
Joe Gruberman
Joe Gruberman

How do you spend the extra exam time given to students who need it?

I'm in favor of providing the extra exam time, even if there's no clinical learning disability but simply a desire to be thorough. However, if 95% of the class is done and you're allotting extra time for the other 5%, how do you occupy the early finishers without disturbing those who are still taking their exams? Personally, I schedule tests as the last activity so that I have the option of dismissing the early finishers without affecting the remaining students.
lisa stilson
lisa stilson

New Teacher

Learning how to teach is challenging and rewarding.
Sadie Frye
Sadie Frye CHEP

Questioning Students

Asking questine engage the student thinking and help them understand the topic .
Manuela Wikinger-Henry
Manuela Wikinger-Henry

Delievery Methods

I find it very difficult to use methods of delievering material that i myself hated when I went to school. I remebmber that other students did best with some methods used by professors, but I was merly looking for the traditional lecture. I am trying to deliever otherwise because I know my students need it.
Tonia Vanlandingham
Tonia Vanlandingham

1st Time Instructing - bombed out

This is my 1st time teaching. Really wish I would've done this course BEFORE I started, it would've made all the difference! I now realize it's my lack of structure in assessment that has them really lost. I am striving to correct this to salvage the quarter, but have already lost the respect of my students.
Wendy Achilles
Wendy Achilles

Class dynamics and testing

In conjunction with the topics discussed in this training course, the makeup of the class is a necessary consideration with creating an assessment. While an assessment is a measurement tool, the improper assessment can set the student up for failure.
David Rommel
David Rommel CHEP

Transforming Instructional Culture

Although we as instructors have instruction about learning styles made available, we are currently not conducting any surveys to learn the how our students prefer to recieve information. In your experience, have you seen or experienced resistance to the introduction to learning preference surveys where they are currently no in use?
Bobbi Bricker
Bobbi Bricker

How to Deal With Students Who Have Disabilities...

I have a question. I have a couple of students that I suspect may have learning disabilities and are unwilling to ask for assistance. How do you assist these students?
Bobbi Bricker
Bobbi Bricker

Teaching Students At Different Levels

In the career college I teach at, I find that we have students in our classrooms that are on different levels, across the board. What are good suggestions to bring everyone to a level where we can learn together?
Bobbi Bricker
Bobbi Bricker

Creating Diversity in Groups

The school I teach in doesn't have a lot of diversity. How would you recommend creating diverse groups? I often number off so that people are forced to work with people they don't always talk to, but it can be difficult when we have small classes and everyone seems to be so similar.
Bobbi Bricker
Bobbi Bricker

Using the Entire Classroom

I will admit that I am not always great at using the entire classroom, but definitely see the value in covering the entire classroom - or floating. If I am concentrating on a certain item or writing things on the board, I find that I end up staying close to or near the front. How do you keep yourself moving around the room?
Deborah Piscitiello
Deborah Piscitiello

different skill levels

How should a instructor maintain motivation in a classroom where students are at very different skill levels? For example, teaching a software program to several students who are very computer savvy. One student not so much, there is a lot of frustration.