with the student getting a computer for the class, it's hard to get eye contact. I try to use the tone of my voice to get eye contact. Sometimes it works

Greetings Colleagues, Most adult online undergraduate students are working adults balancing both careers and distance education. Demographic Characteristics of the adult learner are: 1. They work full time. 2. They have dependents 3. They are often single parents 4. They usually have a GED instead of a high school diploma 5. Most are first generation college students 6. Median age of 38, 45% of them are over 40. 7. Family median income of $50,000. Flexibility is a primary factor for the online learner because of the many obligations that the adult learner may already have. In addition, these students are likely to need more assistance with regard to problem-solving because of their unique situations. What's interesting is that many of the traditional college age students are showing an increased interest in seeking online education. For this reason, the fine line between the adult online learner and traditional college age students is becoming blurred. An excellent example of this would be the traditional colleges' choice to offer online courses. In fact, most traditional colleges are offering or are in the process of offering online courses.

What would be most effective in keeping them focused.

How do you make the students feel comfortable in the classroom?

How do you handle students from divergent backgrounds/ cultures who may have had little or no exposure/interaction to each other's culture and therefore are wrought with stereotypes.

How do you all feel about telling current classes about changes and adjustments you plan to make to future sessions of the same course? For instance, if after some time you have decided to do less of something, or more, etc., or in response to student suggestions, you agree to change this or that. Should you announce that upcoming change to your current class? On the one hand I think it might anger some students who might think it's unfair that future classes will have the benefit of that change while they do not. But on the other, it might also reassure them that the process is always improving, and that their voices and input are being heard and taken seriously. So I never know how far to go in telling a current class what I'll do differently in the future. Thoughts?

I AM NEW TO TEACHING. I HAVE ONLY BEEN TEACHING 2 MONTHS.I AM VERY CONFORTABLE IN SHOP (LABS)BUT I HAVE ISSUES WITH LECTURES. I SEEM TO FREEZE UP AT TIMES ANY HELP? THANKS DAVID

I belive that a class is like a recipe. It should be a little better everytime you teach it. This does not mean changing learning obbjectives. Only delivery styls.

A proper recap at the end of class only reinforces the focus of that class day. It also alows an oppertunity to preview the next day's lesson. If an instructor puts emphisis on the highlites for tomarrow. You have a better chance of having a full classroom.

Mise en Place is life. You can't teach it if you don't do it!

With new technologies, how a can an instructor stay ahead of the students?

How to get certain students to work in a group when he/she is used to working by themselves?

How to use motivational teaching styles for a multicultural environment?

What would be the greatest way to motivate a students who is having trouble staying awake?

If you are in the classroom with students and laptops facing you, we normally assume that they are note taking. Can someone suggest a way not to invasive, to be sure they are paying attention and not surfing while you are lecturing? What if class rearrangement is not an option?

In a class where the students change every three weeks, but most of the food preparation tasks remain the same, I have seen many of the same mistakes being made repeatedly. To pre-empt this, I have found that performing small, quick, well organized mini-demos throughout the first week of class as a very effective communication tool. This gets important information to the whole class, avoids many unnecessary mishaps, helps the class run more efficiently and prevents much frustration in the students.

It's important that instructors do this. What are some creative ways to monitor how much students are following and comprehending lecture.

My class is only 16 hours long! It is divided into 4 four hour classes. I don't feel as if I always have enough time to learn 25-30 names. But I agree with the importance of the concept. Any easy suggestions? Thanks.

My class doesn't have a text book. It's the only course that doesn't. I feel students are looking for "trade secrets" and "tricks." Whereas true knowledge of the subject simply relies on concentration, practice, above all, and a few key rules of thumb. Yet some of them still complain to the department head that they feel I'm not giving away enough "trade secrets." Help!

On the first day of class, I always ask the students for updated contact information. Usually, the phone numbers on the roster are seriously outdated, or used only as secondary lines. In addition, I have taken to testing their numbers that day in class at roll call (other days cell phones are prohibited) to insure I have recorded accurate information. Contacting tardy or absent students is required of the faculty.