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 Usually, the phone numbers on the roster are seriously outdated, or used only as secondary lines.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.

As a professional educator for the past 12 years, I have absolutely noticed that students have their "preferred" learning styles. I must segue for a moment though, and say that I am VERY glad that the popular "personality tests" for the late 80's and early 90's are not used so much anymore. I always hated the idea that people actually thought you could clasify someone's personality as things like a color (I'm supposedly a Green by the way...) and other methods like that. People are a conglomeration of personality traits that are dominant at different times and therefore cannot be simply classified into a category. Anyway... enough of my rant!!! Back to learning styles. I have found something very interesting in my experience, however. I have noticed that when you challenge a student, or push them to learn using one of the styles they are not necessarily attuned to, the student can actually gain a better, and even more thorough understanding of the material. For instance: Given a student with a dominant Auditory learning style, I will challenge the student to use a more kinesthetic approach to the materials. If they can open their minds to this possibility, they will actually have a better understanding that say a straight kinesthetic learner who is using only that style. It is when styles are pushed (not just combined) that they are most effective. I understand that all students are capable of using each of the four primary styles. But it has always been my experience that students will try with all their energy to stick to the one style they feel works the best for them. I say, Take them out of their comfort zone!! force them to use the other three! the overall impact on their learning is a dramatic improvement not only in numeric grades, but in long term comprehension as well. Thank you. Stephen Campbell

I find it difficult to stay on point when lecture is long winded due to irrelavent questions outside of the discussed topic. students seem to have a way of sidetracking the lecture material when they become bored. more breaks between subject matter and or hands on examples for better representation of the subject appear to correct this situation and after the break or presentation change the class appear to be more focused?.

I have a tight schedule in the Culianry Arts lab course I teach. I make it a point at the beginning of every class to inform the students of the specific time-line expected for the day and call out reminders regularly. It creates a sense of urgency and also creates specific short term, measurable goals. At close of day, we discuss the successes and challenges, and I remind them there is always time to improve both speed and accuracy... and usually they do, almost without exception.

Do you use Skill Application Testing during your course? For either a yes or no answer, please explain why.

What Classroom Assessment Techniques (CATS) do you use on a regular basis in your classroom? What CATS are you currently developing or have recently developed?

For each two hours of lecture that you facilitate, roughly how long do you use a questioning method with your students? How many of the 6 different levels of questioning do you use during that time?

I constantly hear from students that they remember material when it is “entertaining” or real life examples are share by me or their fellow students with in the class. Use it is works!

It’s amazing when I see an instructor come into class just minutes before it starts – the students see it – they see the harried – not together instructor about to present to them. These are usually the ones that discuss issues with class room decorum and respect form students.

Describe a time when you facilitated a class using all the learning styles to help students learn the required materials.

lecture vs demos

The planning and preparation before the first day should not be modified after you had class for a few days depending on how the new class responds?

Learning something personal about each student give the instructor a connection and show the student you care. How much information is enough information?