Any advice for young instructors that may, at times, have students older than them. As far as keeping it professional.

I was thinking about my 4 current preparations as to how I could flip them. For my math book I use Mathematics: A Human Endeavor by Harold Jacobs and it is an avatar of the self-paced learning days of the early '70's when I student taught. But that doesn't mean it is out dated; I have found no better text of mathematical problem solving that would be of interest to art students. Intro to computers more than likely could be flipped. Students could find presentations on-line for the skills for that week's project, and then do them in-class with myself as their guide by their side. So this one is definitely flip-feasible. The Physics of Light class I teach is a very "sage on a stage" experience. I schlepp literally a ton of demonstration objects from my basement prep room to my classroom over the course of a semester, and just turning on a video of these demos seems like a good idea. But it isn't the real thing! You can make all the demos run smoothly after multiple takes, or totally fake them, or worse yet, totally computer graphics and have nothing real! But because the students can see someone sweat actually trying to make something happen, and then do it themselves, and look through optical contraptions and what-not, makes this class not amenable to flipping. History of Photographic Technology also has its share of process demonstrations in class, and viewing of antique specimens, so it is similar to the Physics class above, although there are plenty of demos and tutorials on the process topics on-line. What could be useful for the student is to have a good selection of historical videos to show what life was like in each of the different photographic eras as far as how people lived and the politics of the time. Which brings up the most depressing point of relying on on-line media; what I have seen in the fields of optics is that most of it is not very well done! Maybe Khan Academy should hire me to do their optics units!

On the first day of class it is very important to try to touch on all teaching methods. As well as to discuss this at the end of class. Asking what helped them the most and what point of the class made better sense to them. Then to actually ask them if the are visual or kinesthetic learners.

What a great point! 15-18 minutes is not very long. My lectures tend to be very long and intense. Once I see my students fading, I like to stop and walk around to help them one on one before going on to the next topic. Sometimes it is difficult to cut a topic/lesson short, especially when it is a intense software program. I have learned that sometimes it is better to finish, even if it is long and cover it again for those who got lost. This reinforces the advanced students learning while catching the rest of the students up.

Be relevant to your students by being conscious of what is relevant to them.

Think about how you would perceive your teaching methods if you were the student.

Teach others as you would like to be taught....RW.

Proper procedure is innate in every man and woman, we only need to nurture it...RW.

I set a goal of two weeks {class meets once a week} to remember all my students names at the beginning of a semester. Introductions the first day help along with sign in sheets. I do struggle when I have a class over 18+ students. Especially when it is our exchange program students. Any other ideas or suggestions different from the ones mentioned in this course?

As discussed for Career Schools the "active"part is much more readily implemented in labs. We have objectives, plan strategies, and access the final product. In lecture we do the same thing but time is so short and material is so broad that often instructors rush to complete it and skip the active component in the interest of completeness. To my frustration at times students appear to have the concept in the lecture but retention is poor. You have to find methods: the objectives, and properly referenced resources, and telling students they are responsible for all objectives even if all is not discussed in class. In that way you can use more time for active learning and students become accustomed to directed learning. So you do not hear phases like "you did not teach me that" or "you did not cover that in class". Directed learning is active because the student has to participate in collection and learning of materials in the objective.

I was met head on with an adult student that was having troubles in my Medical Terminology class. She suffered from dyslexia. When I inquired into what helped previously, she really could not recall. Initially we thought writing out flash cards but the hurdles still arose. Finally we came up with a plan, refrigerator magnet letters. It was the hand-eye control that really solidified the process. It was a fantastic idea. Wondering what other suggestions others have found helpful?

I have a large population of latino students that have English as their 2nd language. As they are trying their very best at comprehending the use of the English language, I am not compiling a little more on top of that by having them learn medical terminology. Of course, this is THEIR choosing to return to school for Medical. I have suggested numerous options, however it is a difficult concept for me, as I speak and know English only. Aside from arranging tutors for these student, does anyone have any other suggestions to assist me and them?

I have a group project for almost every class that I teach, yet I still manage to get those select few that complain. I use the example of workplace environment, in that "how would you resolve this then"? I have them reflect, maturely. Is it, would it be, acceptable to just complain without attempting to resolve any potential conflict in a mature and respectful manner? Any other ideas or examples I could use, would be greatly appreciate.

Although I appreciate the idea of floating to allow for additional observation of the student AND to allow the engagement, what is one to do when the class if FILLED and walking space is minimal? I find myself doing the pacing without it being intentional, but my space is limited. Maybe rearrange the seating?

How does an instructor deal with students that are motivated, yet their grade expectations is unrealistic, due to lack of studying?

Regardless of school policy,students continue to use cell phones in the classroom. They text during class-time. This is disruptive,disrespectful and annoying. Nothing seems to work, not even taking points off their final grade. They continue to defy the policy. Help!

My students rarely take notes. I provide a study sheet before an exam? Should I stop doing this to encourage note taking?

Again, this section advocates a one-size-fits-all approach to teaching. I use interactive PowerPoint lectures followed up by class work. Some of my powerpoints might be longer than 15-18 minutes, but they are interactive. This works for me and my classes. I teach English. This style might not work for teaching Psychology.

This section was just plain stupid! There is no one-size-fits-all formula for doing anything in any class room. The order in which you hand out the syllabus and show the text book isnt important. Providing an atmosphere in which your students feel comfortable and know what is going on is the goal. Personally, I put the course goals/requirements on the syllabus.

This material was mostly rhetoric. Many schools, mine included, do not give the instructors the ability to choose their text books. A syllabus is a great thing to have--as is a course outline and such as that. I go over mine the first day of class, but I have never noticed any of those documents to make much difference in a student's behavior. Some come to class on time, and they would do that even if I did not tell them it is required. Others habitually come in late and break other rules--and the syllabus will never change that. Lesson plans are a must, but the best laid plans of mice and teachers gang aft a'gley.