I extremely appreciate the outlining of the difference between being a friend and a pal to students. The two can sometimes become confusing especially when trying to show the students that they can trust you and that you are their to support and encourage them. In a situation where the students are adults too and sometimes share same interests as you.

Sometimes trying to motivate a student who is having a rough time outside of the classroom and is distracted from class work because of those issues can sometimes seem like babysitting.

As a second/foreign language teacher, I believe it is crucial for learning to take place with trust, self-esteem and motivation paramount. Although these are not 'academic' oriented classroom requirements, no one can learn in a crisis situation. Therefore, I take a good deal of time showing my students how to build self-esteem in others and know one another better. Then I focus a lot on group projects where the students must learn to work in a 'society' that respects these three traits. Therefore, my question is: What other methods would you use in a classroom to build trust and self-esteem?

I enjoy giving application oriented test.

I like to engage students in general conversation at times to determine if they are taking their course work seriously.

I have open enrollment twice a month. There orination. covers all areas of this module,but I feel now, I have a better understanding of the order in which it should be completed

a proper lesson plan does provide stucture for a new class.

How hard is it to overcome bad first impressions?

I find it helpful to ask question of students that have experience relevent to the topic.

I find that visual and appplication oriented activities work best for my students.

tests should show what the student has learened bye the use of quest., based on main points and areas of more concern in the field

asking questions lets you know if they are understanding and thinking about the subject

When testing a student one needs to keep in mind of the comprehension. How well will the student comprehend the questions that one may ask? Do not give a test that is above the student level. Always make sure that the student has a good feeling about themselves after a test is given. This is very important, because this gives reinsurance to the student so they may move forward with pride.

What would be some suggestions to build confidence going into that fist day in your first teaching assighnment?

As a first time teacher I will attend the class I will be teaching with an experienced instructor, then I will teach the next one. Any advice how I can get the most out this training method?

I’ve had experience with many different types of cohort groups. I’ve been able to control most of them but I’m having difficulties controlling cohort group that communicate with one another in a foreign language. I’ve tried many scenarios to handle the situation such as having an “English only in class” rule, assigning seats, private verbal warnings, etc. My attempts have not been successful yet and I’m open to ideas and suggestions. Thank You, Elizabeth

Sometimes I think I am a little unorthodox in the way I assess students. I break rules like reviewing a test after it is given. I use this for a learning tool. I do have strict rules about how the test will be reviewed. If the student can prove a answer that I have marked incorrect I will award the points back to the student.

Assessments are difficult for me sometimes. I try to find many different ways to address the different types of learners in my classes. I use different methods to assess their learning, not just a multiple choice quiz at the end of the quarter, however, I'm not sure if my multiple choice assessment assess what they are suppose to. Any suggestions?

What does everyone think about doing demos to 5 to 6 students at a time during lab, then moving on to another group instead of giving a demo to all at once?

this was my favorite section. I learned a lot.