One of my classes is very short (eight sessions), so I don't have a lot of time to do long introductions. When teaching Game Audio, I ask each student three things: 1) Their name 2) Their interest in the subject 3) Their favorite game The second is not nearly as useful to me as the the third. I found early on that if I only asked them their name and their favorite game, some would attempt to impress me with a critically-acclaimed game, which doesn't tell me as much about them as what they really enjoy in their spare time. The hope from this is that I receive a window into their motivation and how they view the subject in general. With the second question in place, they get the "impress the teacher" out of the way there, allowing for a more casual answer for the third question. Admittedly, this is something I have learned from practice, but are there further ways I can improve this?

I've created one course from scratch, and had another shortened by two weeks due to snow closings recently. In both cases, what I believed was going to work up front was not working, either due to poor planning and inexperience on my part or due to external factors beyond my control. Are there any general rules of thumb for handling such adjustments? Thanks much, Rob

Very interesting and helpful topics in this module.

I feel with all the work we do as instrucktors these courses are overwhelming at times.

Any suggestions of compiling your own mock textbook for courses?

I often experience my college level students saying things like, "We aren't in H.S. anymore! Why are we in groups?" This sentiment, I believe, is expressed for a few reasons. One of which can be, meaningless tasks in H.S. level for groups can create a negative association with groups causing it to be unsuccessful.

What strategies have you used to accommodate different learning styles in a lab environment?

How do you determine if your students have acquired the competencies required in the field for which they are training?

How can you use the three domains of Bloom's Taxonomy to assess the learning progress of your students?

What is the value of using competencies as the foundation of your instructional planning and teaching?

Describe a formative and a summative assessment you use in your lab or shop environment.

How have you employed Active Learning in your learning environment?

Any suggestions on a confrontational student who constantly questions you and rudely claims that they as the student are right, and you as the instructor are wrong?

Since students have different styles of learning, which include Written Word, Auditory, Visualization and Tactile, instructors must ensure that they are delivering the method that enables learning to occur for the students. With this in mind, instructors should try to deliver as many styles as possible to address each different learning style.

When meeting the class for the first time, I like to distribute note cards. On the front, I ask the students to provide general information about themselves: Name, Program of Study, Address, 2 Valid Phone Numbers and Alternative Contact Information. On the other side of the card, I ask the students to write down their expectations from the class. Afterwards, I collect the cards randomly and call out each student to allow him or her an opportunity to introduce himself or herself. I ask them to answer the following questions: Why are you here? Which degree are you pursuing? What do you plan on doing with your education? Who or what motivates you? Finally, I introduce myself in the same way. This has proven to be a great icebreaker.

I find that from day one you should lay down the ground rules so everyone is on the same page What is expected from student and what they can expect from me no gum no excessive make up or jewlery no excessive peircings etc

I find it very helpful to use index cared and have a summary of the days topids written out This way when I enter a new term or semester I can pull out card for that day and use it as a reference

A part of planning and preparation is making sure that all of your ducks are in a row. This module suggests keeping a checklist to help keep you organized and to ensure that you are including everything that you planned for the class. You can also add items that you need to remember for the next class in order to be fully prepared.

How do I deal with a student who interupts lectures and constantly has to tell us what she had for dinner last night?

What's the best way to handle a situation when a student catches an incorrect fact you shared to the class on accident?