participate in continuing education classes and forum

I have a co-worker who had a tough semester with a group of students. From that point on, whenever they had a class with her, they all sat in the back of the room with their arms folded across their chests. She was really frustrated and tried all kinds of seating arrangements to discourage this type of behavior. Do you have any other suggestions for things she might have done?

Each quarter during the break I use Blackboard to send an email to my incoming classes. In that email I introduce my name, welcome students to the class,give a brief overview of the general course content and describe some classroom activities. Often I receive email back letting me know that they are looking forward to the class too.

unfortunately the technical world is a cut and dry world the assessments help students to know areas of deficit in preperation for hte certification exams but in most instances no matter what is taught it comes down to the studnet the machine the room and the exam it is like the game of golf all Certs are passed o na pass fail you need to score 80.1$ to pass at 79.9% it says thank you and come back next time even the assessments are based on that same philsophy Bill

I find that I modify delivery of course content continuously throughout the term, whether it be quarter or semester, as I identify and empathize with student's respective learning styles and personalities. In some classes, breakout groups work best (brainstorming), followed by lectures, or vice versa. My passion is a result of my ongoing learning from the students as to how to best "deliver." It is my most effective tool.

What if you have a student who just is not getting it? you have ran throught the learning styles, and they just dont get it. I have sat down with students like this and tried to figure out exactly where their deficiency is (Or mine for getting the point across to them). usually when I sit with them, get a clear picture of why a concept is not sticking, i get a better understanding of why and usually it is something easy that you can work with them and they eventually come around.

We are currently integrating service learning into our curriculum and I wondered if you've had success with that. I imagine having service learning on a course syllabus would be a way to attract students, knowing that they are going to have the opportunity to give back to their community. Would you agree?

I found this information to be very helpful! It adds excitment to test writing. I feel that the information I learned in this module will really help me to better construct my tests. I also plan to revise my pre-existing test bsed on the information in this module.

I found thsis information to be very helpful. I like that the module went into extensive detail how to ask students questions.

This is very valauable information! It is very importatnt to take into consideration how each student learns. This information will definetaly aid me in creating my lesson plans for next term!

I face two challenges, both related to my subject specialty, humanities, which is not a major at career and business schools. The first challenge: for some students, humanities and art classes are a break from their routine. However, for most of my students this is a new way of thinking. Some perceive it as "soft", yet for me the humanities is the very essence of human creativity and communication. I try to teach my students the "2 minute conversation", meaning I am giving them an introduction to many humanities based ideas. The competency is then to be able to hold a short conversation on a wide variety of topics. A wide knowledge base is absolutely essential in a rapidly changing job environment. I try to motivate my students by reminding them that you never know who will be across the table from you. Having the ability to hold that short conversation on modern art with the curator of the local museum,whose blood pressure you happen to be taking, will always bring you positive attention. At review time this can translate into a raise, commendation or promotion. I now go to a massage therapist with an excellent conversational facility in US History. I have a great conversation, a superb therapeutic massage, and always leave a large tip. The other challenge is feeling isolated, which can make it difficult to be a great motivator, manager and model. I work at three different campuses, and am often the only general humanities instructor. We've changed our in-service programs from all-campus activities to single campus activities. When we break into subject groups, I'm essentially meeting with myself. I have plenty of outside opportunities for growth, but wish there was a better way to share across my own organization

What teaching styles are there really?

How do you communicate with your students...?

How can we plan well?

I'd like to hear how people deal with absentee students. It seems detrimental to our class atmosphere when people are gone. I've been trying to state that fact at the beginning of the course, and to make sure I make an enjoyable class through activities.

Assessing the knowledge and skills of students is a task that requires careful planning. What are the criteria you use for selecting a particular testing format and how do you determine how effective the format has been in allowing your students to demonstrate their new knowledge or skill base? In my multi-media class, I don’t have any test since the projects require students to demonstrate the ability to use the software most effectively. In other classes the test are a combination of multiple choice, SA, and matching to help me cover a large body of information but also require student to prove that they aren’t guessing with the SA questions.

I favor using a open ended question to allow interaction of the students and allow students to then interact with each other providing a dialog response which exudes a myraid of thoughts on a subject your can then include sevdera; students and their responses to further deepen hte question

Most continuing education and career enhancement workshops and conferences cost a great amount. Who is expected to pay registration fees, the attendee out of his/her pocket or the college? Bear in mnd that many instructors at career colleges are adjuncts and receive modest pay. Is there a standard for conference fee payments in the career college field?

What other tips can you provide to an instructor meeting a class for the first time

I would like to have some feedback from my fellow instructors