each student brings something different to the classroom and it is the faculty members responsibility to acknowledge this style and teach accordingly

I have a tendancy to get excited in my class when I am teaching and I start talking very fast. I inform my students before class starts that if I do that to let me know. I find my teaching fun and enjoyable and don't always realize how quickly I talk until someone lets me know. By getting the students to let me know it not only helps me, but it helps them because I know they are paying attention in class.

I teach a general education course that has students from ages 18-60. I enjoy the different experiences everyone brings to the table, but I sometimes struggle since many of the younger students feel very comfortable with my online components while older students in their first class feel left out and behind... Any suggestions to help make this transition easier?

Utilizing self reflection is key to improving one's instuctional style. At the end of each class period, reflect on the positives on the class, as well as areas that could have been improved. Take notes in your lesson plans so you have the reflection ideas for future use. reflection time is key! What do you think? How has it helped you?

any ideas?

best way to make it clear the expectations of your students?

how do you get them excited?

I am a first time teacher. I believe that my students can honestly tell that I love the profession I am teaching about. I also believe that it gives me creditability with the students when it comes to the "not so fun stuff" in the classroom.

Induction promotes active learning by incouraging inovative learning.

Is the most popular metod of teaching in science classes.

Collaboration in teaching promotes an atmosphere of relaxed learning and prepares studends for a more open communication.

Some cultures place much less value on education. This can influence their own attitudes as well as their significant others/social support system.

I started instructing at my career institute here a couple of days ago, and I really enjoy it! The problem is, I already have female students who are attracted to my appearance, and they are not even in the program I instruct! So... what do I do? How do I handle being in this situation? How can I avoid this situation in a professional way?

One method that seems to work to spur in class questioning is to have students write down any questions they have about the material covered in the lesson, and then collect it. Review the questions and bring them in to the next class. You can organize the questions into related topics or stepping stones, and share the questions (whether anonymously or by name - depends on the class and student) and ask students to demonstrate or discuss answers to the questions. This is a nice informal assessment of student learning, and a way to bring students into a discussion.

I'm a medical assistant instructor. Each one of my lab classes has several skills/competency tests that my students must complete, such as giving an injection, drawing blood, taking a patients temperature, etc. These are all hands on techniques. I went around the room yesterday, and asked 13 students what their "learning style" was. Every single student said, hands on/kinesthetic! It got me thinking, do people with different learning styles become drawn to a particular career field, as my medical students are all hands on learners, and are all choosing a career with lots of pt care. Thoughts?

When helping students with disabilates I always give them more time to get their progects finished. I will usualy give them more help than the other students.

I am wondering how many teachers give their e-mail addresses out to students? I would like to be accessible, but are there any inherent risks or things to be concerned about? Also, I really like the idea of quizzing the students before the class to get an idea of what they know coming in.

I teach veterinary technician courses - and one of them I teach is a office procedures course - since this class doesn't directly deal with animals - it can be a challenge to keep students interested. So what I like to do is a brief lecture about a topic and then involve the students by having them role play - I will have them act out a situation since we are talking about situations that deal with clients. Gets the students involved and they have fun with it.

Not only do I go over the syllabus, course outcomes, policies, etc. I also try to do some sort of an icebreak just to loosen up the students and have a little fun at the same time. Things I've done are - 2 truths and a lie - where the student tells everyone 2 truths and one lie about themselves and everyone needs to try to figure out which one is the lie - scavenger hunt - where they have to go around talking to their classmates to find certain things such as (1) Someone who has a brother - (2) Someone who has never traveled outside our state, etc. I've also done things like ask a question to students to answer as they introduce themselves - if they could travel anywhere - where would they go and why. This tends to spark some discussion and get discussion going.

I think it's important to have an outline of materials that I want to cover in each class - I encourage open discussion in my classes - and sometimes although we talk about topics related to what we are educating students in - it may be off from what we are talking about that day in class - therefore having that outline helps me be sure that I am presenting all necessary material and not missing things which are important for students to learn. Students seem to appreciate that as well - since they then feel well prepared.