Over the years of teaching, I have developed an outstanding way of designing a course addendum. I break down the addendum in to four categories. First, Units or weeks, second, Assignments, third, test or quizzes and fourth, any lab skill assignments that are being preformed that unit. The student will have a week by week understanding of what is being covered and due each week. This will give the student a better understanding of how the course will proceed in the coming weeks.

I sometimes pose questions and require that all students take a stance on the answer, physically moving to one side of the room or the other. Members from each side try to persuade the opposite side to join them, resulting in lively debate and sometimes a consensus. Even usually quiet students often become bolder, taking confidence from knowing others share their opinions.

Instructors are hired to teach for the institution of learning, they are to be instructor’s first and foremost above everything else. An instructor should develop attributes such as being fair, professional, motivator and most of all to have leadership qualities that students can emulate. Students in the first few minutes of class will size up the instructor and make a decision on how the class will be in the coming weeks. James

Is there any statistical data about which learning style is the most popular among college students?

I have a student at the moment that is battling cancer. This gentleman is bright and enthusiastic. I find him to be a great example for other students that just can't stay focused. Of course I cannot share his situation with his fellow students. He is in treatment at the moment. He refuses to let it interupt his education. I work with him on a daily basis to make it easier for him to keep up with what he misses due to his treatment schedule.

The first week in class I always have some type of class participation which involves each student having to do a little reading in class, and then explain what they have read, this helps me get an ideal of weather the student can read and comprehend, or if they can read but not comprehend what they read.

I like to move thoughout the class because it gives me a chance to see if the students are paying attention, it also makes them realize that my focus is not just on one person but on everyone and that I expect everyone to participate in the class discussion.

What are some ways to motivate students who appear to be less engaged in class?

How often do you update your notes?

How do you write an addendum to the syllabus?

How long should a lecture be?

I have a very hands on program that I teach in, so I find it a little challenging to apply information to my learning styles that prefer it auditory vs. hands-on. I tend to structore my classes in a very lecture and lab orientation to accustom to both learning styles. For different learning styles in the classroom, I have also found it valuable to have the diffences in the learning styles because it gives students a different perspective on things. What is an example how you incorporate auditory vs. hands-on learning into your classrooms?

How many times do you lay out a syllabus and have it ready before you meet your students for the class for the first day of class? I submit that you are missing a great opportunity to connect with your students. I have the requirements of the school and any accrediting bodies identified as the first priority, then any additional minimum items that I want to cover. Then, most importantly, let the students fill in the blanks. Why, you ask? If we predetermine what the next ___ weeks will be, are the students really engaged from the beginning? I have them review all the chapters of the text to get an idea of the full scope of what will be covered then have them write a paper for the next class in which they tell me what topics are most important to them and what kind of learner they are so I can make changes to the syllabus and rearrange how I prioritize the material and how and who will be teaching what parts during the term.

I think meeting the class for the first time s a little scary. We all want our classes to be awesome, like us and be smooth. Each time we start over we don’t know what to expect. I always try to break the ice, with a get to know me, get to know you game. I typically go through all the important facts, syllabus and what I expect PowerPoint, then bring them each a small bag of M & M’s and have them tell a story about themselves if they have a blue one, a vacation they’ve been on with a green, an orange tell us about a hobby, a yellow tell us about your family, etc. I think a class that knows a little about one another has a better chance of having that cooperative learning style, and a more caring attitude about learning. When they realize I actually do care about their learning they are more apt to be engaged.

I teach a communications class and the first day of class we take a short learning style assessment. This works as both an eye opener for the student as well as an excellent ice breaker for the class. Students get paired up with their like learning style peers and brainstorm how they most comfortably learn, how others can effectively teach them a topic, and how they can use their learning styles when studying.

I like to use a role play to see what information has been retained from lecture and reading materials.

I know that we have gone to many of the tests from testing banks, but I do believe that there are time that it is really nice to write your own tests to challange your students knowledge.

I have found it beneficial to admit that I don't know and to look information up. It shows the students that we are always learning.

How to make sure that you are able to touch every learning style in the class can be challenging. How can you make sure to do this?

I am an instructor in a career school, but I have a non-traditional role. I do not have my own class/classroom. I pop in and out of other instructor's classes, with a predetermined schedule, to give presentations, hand out assignments and do quite a bit of cheerleading/motivating. I am able to develop relationships with students who are motivated to succeed, but since I do not work with each class on a daily basis, I'm having trouble motivating and connecting with students who are not as focused. I am new in my position and trying to do the best I can, but any suggestions on how to improve on making connections with students I do not see on a regular basis would be helpful.