We have a great marketing textbook that gives wonderful stories of real companies. I think this helps the students relate the material to real situations.

I can remember hundreds of procedures...yet it takes me a long time to remeber a name

I came to the US with limited English from Germany...what helped me is MUSIC...simple songs will create fluency and give you assurance in your speach

I agree that it is vital that we assess students in a variety of ways to ensure that we are offering students many opportunities to show us their knowledge base.

I teach math. My favorite questions are: "What's this good for?" and "When will I ever use this?" My mind says, "When will I not use this?" Math is not only numbers; it is logic and sequencing. Example: If I stop buying pop and snacks from the machines each day and put that $2 in the bank each day (250 working days of the year), how much money will I have in the bank after 1 year? $500 + interest. After 10 years? $5,000 + interest. What other possible benefits might I receive? I might be healthier and use less sick days at work, resulting in more pay, more vacation time, more promotions, etc. I might gain less weight and feel good about myself and spend less money on new clothes. The logic presented in math helps with the logic we should use in time management, in decisions in life, etc. Math is everywhere. Thank you, Carol

I realize that there is a lot of support that can easily be provided to students with learning disabilities through investigation and proper planning.

I learned ways to provide key words and repeat them so the big picture of the course is always visible.

Hello, As an instructor one of the communications skills I would like to improve is talking a little slower when I am nerveous. And to be honest expand my vocabulary. My solution is to go to barns and noble and look for a nice book that will cover these topics. Prepare a little better for certain classes so I wouldn't feel nerveous at times. And mingle around with the students to get to know them more on a one to one bases. If you have any other suggestion please let me know? thank you.

practice ,practice practice

I try to have the students follow an outline throughout the project, so that they complete certain steps. It is challenging for the students to not get distracted with socializing instead of learning, but if they continue to follow the outline, they can complete the project without going too astray.

THE STUDENTS CAN SHARE DIFFERENT POINTS OF VIEW AND SOMETIMES THEY CAN UNDERSTAND THE CONCEPT BETTER FROM ANOTHER STUDENT

One strategy that worked for me in addressing students with special needs was to observe and listen to the student. The student was having behavior problems due to inadequate medication. I referred the student to medical for treatment. The end result was improvement in class participation.

SMALLS GROUPS

SMALLS GROUPS

Giving more time has worked in several cases. I have had the benefit of getting a learning plan from the office of ability services.

I let students know that they cannot always 'pare' with their buddy...unevent pairing prepares for the work place

Practice your voice be strong and not loud do not yell/keep it conversational

When you notice a participant continuously asking longwinded questions, vaguely touching on the current topic, how do you address this in alternative ways when you've addressed it appropriately but the message isn't getting across.

In what ways can group interaction compensate for a teacher's teaching style

Most of the classes I teach are self paced and computer based. I would be interested in how you have used groups in a self-paced environment.