I like the idea of using music. I am going to try it while the students are working on their own doing lab work. Sounds fun. Students are young and very attracted to music in general I think.

I am preparing to teach an online class, and am faced with the challenge of getting to know my students without meeting with them face to face. We do have discussion boards that students are required to participate in, but it seems that every week they do the "bare minimum" that is required by the course and I would like for them to be more involved. Any ideas?

I have been trying this game for review at the mid term and final and it always bring smile, excitment and sometime dance in the mix. The students are egar to answer and can't wait for the next question. They work in groups and must come up with one answer which always makes them reason their response better.

I generally give unlimited time for tests etc., which can slow things down greatly. How much time is enough on average, and then how much allowance should be given from there? In the food service industry success is delivering quality product on a given time line, how do you accomplish both a simulation of industrial urgency and learning fairness?

As I attempt to learn more about my students academic abilities, I will often ask them to read a statement aloud to me in a secluded area so I can be sure they have adequate reading ability. Although I am a slow reader myself and often have to re-read passages to get it right, my comprehension and retention are excellent in the end. Is there any link between poor reading ability and hesitance to read aloud or are they separate issues?

I really like self evaluation; it gives students the chance to be self critical, it encourages them to take ownership of their actions, it allows them to “save face” and many other positive attributes. What I am not quite sure about however, is using their self analysis as final grading data. In short, very good students tend to be overly self critical in a learning environment, and less hard working students tend to be very generous toward self grading. Although I find it a useful tool and a good measure of a students overall awareness, I think it can go in the wrong direction in the end. How do you bother to ask for self analysis and still find it accurate?

my classes have students with multiple career goals I try to anticipate their interests on several levels assigning tasks in a way to keep their interest ..important to be aware of individual needs and not group students as each student has own history of past experiences to bring to class activities..

I preefer students brainstorm to share ideas as to how best to respond to assignments when not sure of themselves

classroom actiivities for me do not involve games..my needs for students are entirely different

Since my class covers basics of design color is an element that must be integrated into my curriculum focus....ttherefore. color is seen as essential to communication of ideas..and..thru vvisual aids relative to color wheel format and harmony use in design, students learn the value of this tool. I bring in examples of artwwork where color is varied..from Fauves to Impressionism..folow up with field trips where color combines with other aspects of design. Students become aware of the psychological as well as physical use of color.

I think that it is very important to understand each students way of learning, but I stuggle with my hands on learners. I teach in a veterinary technology program, and I find that much of my classes are hands on, and my students love that, but when it comes to the technical aspects that they have to memorize for a national boards, I find that these students struggle in recalling the important information. Does anybody have any ideas as to how address this difficulty.

When I do my demo (usually of meat fabrication that sometimes takes a bit of idol time) I ask questions about what they were suppose to read last night and bring up points that I know will be on the test(s). Occassionally I'll get the deer in headlights look from them so I'll say ok "let's start at the beginning" So instead of just telling them the answer, or telling them they need to go read about it, I go back to a point that I know they know (backtrack basically)and start asking them questions that they know/ can figure out and let them lead themselves to answer my original question (with a little help from me if needed).

Would like to see more organization topics.

In addition to visuals, I always ask questions in the following class on what we covered. For example, I'll ask how the procedure is done of the demo that I did previously did. In this case, the student supplies the answer to me and to the rest of the class. If he or she doesn't know the answer, I ask another student. In rare cases, if no one knows the answer, I reapeat the demo and then have them show me how it's done on the computer.

Finding and utilizing effective tactics that correspond with each learning style is definitely important in classroom presentation. However, it is just as important for students to be able to learn regardless of what learning style is being used by the presenter of that new information. The learner will undoubtedly at some point have to grasp new topics in their professional careers that will be presented in a style that may not be their preferred learning style.

Learning activities greatly enhance learning and student involvement. While teaching a course in Leadership Development, I had the students create their own business - from CEO on down. This involvement gave each individual a sense of importance in the class as well as developing their learning for leadership and social skills.

Having taught several drawing classes in the past, I found it to be beneficial for the student to listen to softly played classical music. They seem to take their time and be more creative.

Since teaching constantly changing software programs, it is vital to learn all of the upgrades assosciated with a particular program.

I like to use a little of each method, especially when there is a varity of learning styles is in a group.

What would be the proper length of a test to gauge a student's comprehension?