As I have seen in the past, there are some individuals that need visual. Along with some that need hands on. Very important to examine the class prior to projects to be comp-leteed.

I find that when a lecture is to last all day, If you break it up into 20 minutes sections then I usually have like a quiz off and compare each groups information retention to another groups, it tends to work most of the time because it institutes competion between fellow students.

Students love stories of our lifes experiences.I (I'm sure most do)incorporate at least a few different examples of my personal doings during any given topic/lecture.I have this "thing" I call stories with pictures.During lecture with my stories I'll show them the picture of what I'm talking about.I have a collage of several vehicles on a board with numbers on each picture.For extra credit or fun time burning,they match the picture with a question from a certain subject.I.E. A 67 Shelby stang the one that had a vibration because I didn't match the flexplate with a new one.(keep parts till the job is done.)

At our establishment, sometimes groups are not the best thing I found. I agree that some students learn better with their peers but sometimes the groups could actually cause a distraction. They have been a group for a number of classes and sometimes they are more intrested in their own social clique than the actual material you are teaching. These groups I feel should be monitored and possibly seperated so the students can think for themselves and not as a group.

Opening a new class with the goals and rules for the class to me is very detrimental to how the class will unfold. Discussing the topics and goals for the class are easier, I find for the students to understand than to just give them a piece of paper with the course outline and rules and expect all of the students to adhere to them. Remember different students learn in different fashions. Group discussions will cause the students to start to relate to one another which will help them to work together in the future.

I believe that there is no one set style of modeling professionalism in the class/lab in fact there many different key styles of molding professionalism in and out of the classroom but no matter what style we choose we must lead by example stay focus and make sure that the student under stand that learning is of the outmost importance in the class/lab.

"This learning style is the basis of many learning requirements for career college students. It involves eye, hand, and body coordination. This learning style is often integrated into the other three major learning style categories".

"By working with cohort groups instructors can develop instructional strategies that are tailored to the specific needs of the group members".

What is the real definition of Profesionalism?

I am working on delivering SOP's as a class discussion without the powerpoint. When finished, I use the powerpoint in a rapid review method to make sure we covered everything. I have been mixing in some technical previews of the course material to get students interested in what the next three weeks will concentrate on. I am open to ideas from others who are delivering SOP's this way.

I think it is important to remember that I am teaching the adult learner, and they seem to respond better when they receive the appropriate respect.

I have noticed that students do appeal to different teaching styles. I have students interact with theory, some will interact and learn in workstations and some interact only through participation. Some students will even comment " I really understand now that I have put my hands on what we discussed". I see that exploring different learning styles greatly reduces sleepers and poor testing scores.

Is it better to have the group of friends sit next to each other and work in groups together or to break them up and introduce them to and work with other members of their class?

this is one area where I excel I have Jeopardy Risk and Wheel of Chance all made up for the different courses I teach the students love it I divide the room in half and the learning experience is unbelievable they help each other out they celebrate success it's just a good all round pleasure when they know and they know they know

one of my many down falls I have mismanaged time for this activity I have adjusted time to where I sure there is enough I have tried to gage by how involved the students are how much lab we have done how many questions have been asked how much review I done. I just can't seem to get it right

My course involves teaching music theory and songwriting to mainly inexperienced beginners. A very challenging prospect indeed! I start with very basic theory lessons, on the music staff dry erase board and from the piano. Most of my students have no previous music experience, so it's a pretty level playing field for all of them. The very nature of my lectures is visual and auditory, not much in-or-out-of-class reading assignments given. Those students not comfortable learning in these 2 styles find it more difficult to absorb the new material, not to mention the general difficulty of learning music as an adult anyway! Any ideas as to how to reach the written word and kinesthetic learners? I do encourage my students to acquire a basic piano keyboard and learn some basic piano skills, but very few do..

I have not tried useing different colors for assignments but I will and I will let you know how it works for me

I agree the student can not pick the music I use up beat soft music in class and a little more energtic in lab I have also been told by my students that some tunes bother them to where they can't concentrate I play all the music I plan on useing on myself or my wife while we're engaged in studing or reading if she or I notice it I don't use it. The public library I use plays music and I have taped their sound track

I have learned more than I wish to admit from student about myself about course material about how I can make a mistake and redeem myself without loosing face admit the mistake and move on Don't be afraid to try new things and remember only what the learner has learned is learned

careful and thorough preparation is key to conducting a successful training session.