Making extra time or tutoring is a good way to reach students who struggle with learning disabilities

Try to appela to each and everyones style switching up teaching style periodically through out the week

Groups work well becuse there are so many outlooks and opinions to share

I feel that the time I have spent int he field myself really bring light to the students of what they are embarking on.

Make sure your students can understand your topics.

We are fortunate in our program in that it is easy to include all learning styles into each class. First we dicusss the material, then demostrate and provide a chance for students to practice and the homework covers the written part.

We had our first class meeting last week. One of my classes has 12 students. I'm horrible at remembering names. I had them write their names and some details on cards, and I noted on the backs of the cards physical characteristis, yet I'm certain I will only remember a handful of my student's names when we meet on Monday. Any suggestions for gracefully asking on name reminders and tips for retaining this information better in the future?

I love to be able to play games in my classes, but it's difficult with the situation I have now. We have about a class and a half to go through each chapter, which limits the amount of time I have for doing activities. I try to incorporate videos sometimes, as I know the visual is very helpful and it allows the students to see real-world applications. Any tips on quick games or activities I could use? I teach psychology to adults. Thanks!

Your preparedness will directly determine your success. This is a great way to modle how to succeed for our students.

Be aware of what you are going to teach if you aren't ready your students won't learn.

Frist impression is always your best impression.

Should you not also be flexable with your syllabus?

Hello, I am a new instructor at a career college although I have taken classes on teaching and taught some as a TA or guest lecturer while in grad school. One of the topics I've been assigned to teach is an area I dont have much experience with - theoretical, yes, but actual hands-on applications - no. Our class met for the first time last Monday and I realized that many of my students (at least 40% of the class) have VAST experience in this subject matter! I am not threatened by this, I want to harness it, to tap into their knowledge and experience to enhance the learning of the other students and myself. What I'm struggling with is how to do that while still providing quality value to the "expert" students. I don't want them to feel used or that they're not learning too. Thoughts?

Late is late.

What I like to make sure that I do with my students is have them learn through demonstration. After my mini lectures I have them demonstrate the lesson back to me on the practice dummy. So they get to reinforce what they learned through action. Also, I have tried a round robin kind of approach. Where one student starts the process, then for step 2 the next student is up and then step 3 a new student and so on until all the steps are completed. I found this method to be quite effective

I am just starting teaching, but when I tutored bio and A&P, a really helpful tactic I employed was getting my students to realize that they carried their own model with them -- their own body. If you want to know the action of the bicep muscle, just flex your bicep! Which side is the bigger bone in the leg on? Just feel it, during the test, it's not cheating! Another cool group project that we did was assign muscle groups - arm, leg, back, etc - to a group and have them choose one person to be the model. (Hopefully a thin, more muscular person.) Then they used washable markers to draw the muscles on the person's body. It was highly effective and a lot of fun.

In clinicals, we have a pre- and a post-conference, where we talk about what we are going to learn, and then later, what we did learn or do. For the post-conference, I am going to borrow a tradition from a group I used to lead, and that is "one good thing." No matter how scary or frustrating the day has been for the students, I will challenge them to list one good thing about it. It can be some valuable (yet painful) lesson they may have learned, or a kind helping hand just when they needed it, or any number of things. But I think this is a great way to close out a meeting too, and some appreciation for others may be expressed as well, which is always nice.

I will be teaching nursing students in a clinical setting, so most of the environment is out of my control. What I can do is control the pre- and post-clincal conferences and keep the discussions reined in and focused on our learning objectives for the day.

I'm an RN with 5 years expereince in a variety of areas. I'll be teaching clinicals for nursing students. A former instructor of mine game me a valuable piece of information that I will pass on to others here: She said "No matter what they think, or how they treat you, just remember that you will always know more than they do." Not that I'm better than they are or anything like that. But I just have to remind myself that I do know stuff and I am willing and able to pass it on.

What are some ways to successfully accomplish making a first good impression when you are teaching an online class and will have no face-to-face contact with a student?