We have all seen it happen, whether we randomly create learning teams, or allow students to form their own groups; eventually “that group” will form. The group that will offer tremendous social interaction, get along well, and be completely off task. This group will look forward to the interaction they have with each other, and will make some headway on the project, but will in many cases provide the weakest outcomes when the project comes due. Or “that group” may take the full opposite approach and take no interaction on their own, and try to assemble a project from pieces done by team members in seclusion. I have personally seen the phenomenon occur in everything from students attending their first class to seniors in their final term. Often as instructors group projects and learning teams signify a reduction in direct contact with students. This should not be the case; even in stepping away from the traditional teaching experience it is important to review milestones and interactions in the group. Often this means re-exerting a sense of purpose, and identifying where issues are occurring. If there are personality conflicts in the group, arbitrating a solution; if there are focus problems, helping the students reestablish their goals; and sometimes just reminding them of deadlines they must meet. It is very common that students feel they are carrying others in the group, but checking frequently on who is responsible for different tasks, and remaining a part of the experience can help the students learn important social skills. In the same way we should never explain away a bad experience by accusing the student of being a poor student, nor should we ever let ”that group” founder without direction.

It is so much more effective for an instructor to move around the class and away from the desk because you are connecting more with the students and also you are more accessable to them , they feel like they are able to ask questions and you will have better communication with them.

One thing I have noticed is that delivery styles often have to be tailored to the room and students that a class is held in. We often have instructors who have "favorite rooms" not only for technological reasons but also because we understand how to move within the space and that we have developed a comfort level within the space. I have found that when teaching in a new space if I can get accustomed to the room before delivery it helps me when I have to start teaching. I also try to gage factors like the time of day, level of the student, and type of course to really determine the best way to deliver material as all of these can be keys to engaging a class. A senior level class at 8:00 am is much different than an 8:00 class of freshmen. These strategies have to evolve over the term to provide the best classroom experience.

I think making the tests is quick and easy. It can be done through a test bank, b ut I usually get my questions from the first few sentences in pertinent paragraphs.

After a long lecture or demo, I like to let the students discuss and plan amongst themselves before they get to work. It allows them to transition from one style of accepting information into physical action.

I have always believed that there are three steps involved in me truly learning a task. 1. Tell me what you are going to do and why 2. Show me the task and an example 3. Watch me do it and critique

I find it very engaging to share industry experience and real world situations to keep students intrigued.

I love it when a student comes to me and says that they saw a program and understood what was said because of what they have learned in the class and then give them another show they can see. There are some many ways. Some even said they understood what was happening to a relative and was able to research it.

we all have them. What do you do with them when they don't respond to all the disciplary actions taken. YOu hate to give up on students but at the cost of the other students?

this is something I have a problem with. If the student is not willing to do the work or is not qualified, is it good to keep them when they will never be able to do the job due to work ethics or lack of ability?

getting them involved and excited about what they are doing is probably the most rewarding and to see the light go on when they understand something is reward for your effort

I have found this to be difficult to define as not being a trained teacher and no one has a assesed me to video taped me to show my style. Student feedback has been my resourse.

I try to make my students feel comfortable on day one....Letting them know not to be afraid to ask questions...

Some of the lectures in the course I am teaching are a little long, I have found using humor, and tell relative stories keep my students engaged.

make students feel that you are available to help them. never talk down to them, they are here to learn

One thing I would like people to be aware of is the impact of body image in job performance. As the past lesson made us aware, movement and "floating" is important in "claiming the classroom." I wonder how many of us are aware that many women can feel more self-conscious about movement? Studies have found women "self-objectify" (see themselves through the eyes of others) more than men, and this can actually impair their motor functions. I am sorry I don't have the studies off hand. I am bringing it up because it is not always as easy as learning new physical scripts in the classroom. Sometimes it is necessary to identify and counteract negative social influences that are at the root of our discomfort.

I am a new instructor for a course designed for 12 weeks that because of holidays this fall is shortened to 10 weeks. I am having trouble fitting in all the material without overwhelming the students. Also, the material I have been given for the course is generally in lecture (powerpoint) format. I would like to find other activities that could be done in class to facilitate learning, besides lecturing, but I am quite short on time and creativity and am feeling a bit overwhelmed myself. Does anyone have any suggestions?

Many students with a disability have succeeded in my classes with positive results. Example: I had a severely visually impaired student in a graphic design class. With extra time, he did just as well as the rest of the class.

Teaching in an urban environment allows instructors interaction with a wide variety of cultures and language. Useful in open discussions in the classroom.

When teaching a course in Leadership Development, I discovered that students work well together by allowing them to be in charge of a specific project delegating within themselves what part each student will perform.