My daughters struggled with learning disorders and I learned a lot walking with them though their challenges. It's all about open and honest communication. No one is "not college material" if they're determined to succeed they certainly can.

As someone who went back to school later in life, I really related to this segment. Adult learners relate far more to real world application than abstract theories. This is something I always keep in mind while teaching a non-traditional student body.

I really liked this segment as group activities are some of the most beneficial for me as a student so I love incorporating them into my curriculum. It's really important to maintain balance in groups and make sure everyone is being heard.

I found the bit on eye contact especially helpful. Often when lecturing it's awkward when you make eye contact with someone who is obviously uncomfortable with it; but those are often the students that need to be the most engaged for retention.

You need to be able to do this more then one way do to everyone learns differently.

This is the first impression where the rubber meets the road so to speak and the student makes a determination if they will be able to learn anything in this class.

This is the most important thing to making the class go smoothly.

First impressions are very important. And planning is key to a good first impression. As an instructor every day is a job interview.

One of the best tools I have found is video recording myself. I like this tool because it makes me more aware of my strengths and weaknesses. I personally feel that I am able to present some of the information differently to a broader student demographic, and have seen higher completion rates. Remember this tool is only as good as it's critic, and that's YOU!

I did gain some valuable information from this course but my role in our education process where I teach is different. I don't teach in a classroom . I instruct students who are in a externship for 12 weeks before they go find a job. The hardest part is keeping them motivated in finishing their course since they are biting at the bit to get out. Attendance is a big issue with them as they go on interviews that pull them away from their externship duties. They have completed their class time and feel they know it all and just want to get out. I have found that in order to keep them motivated and still get needed information I had to come up with something they needed. We came up with mock role playing with me being the hiring company and the student being the applicant. After their interviews I would discuss what I felt was their good and bad points. We do one interview per week for 6 weeks and it is really amazing to see how they improve over the 6 weeks. Most students were having perfect interviews at 5 weeks. They were in competition with themselves to improve. Since I started this the completion rate for the course has gone from 86% completing the course to 99% with 97% on those finding jobs upon completion. I believe it is all about engagement and making it personal for each student. One on one with a active instructor can turn the worst student into a great student.

I currently teach in a clinical setting and active learning is by far the best way to put all of the didactic material to practice. Critical and analytical thinking must be used at all times. The first half of our program provides a lot of information that that is not used daily until the students begin in the clinical setting. The best active learning tools in the first part of the program include simulation and role-play. By the time the students are in clinic they must think critically and analytically everyday when it comes to putting the knowledge they have acquired to work with an actual patient.

I have had good success changing the question type and mixing it up. Different style learners have different style questions they relate to more effectively. I try to make sure that one question leads into another smoothly, even though the type of question changes. I would like to be better at this, and I know this course will help improve my skills in this area of class delivery.

I try to use open discussions in all of the topics that I am teaching. By asking questions I can usually figure out which students are really listening and which students are not. I try not to pick on any one person, because I do not want them to feel embarressed or ashamed if they really don't know the answers. I find that to be a very fine line to cross. If we are reviewing for an upcoming exam, I usually get a good response from the students. Most of them are eager to answer the questions however there are those who will just stay quiet and take notes. I don't like to put the students on blast.

Most times it is the same students offering answers to questions, while others do not particitate. Even when calling on students, they won't answer.

As an instructor of Psychology, I often encounter students who lack interest in the subject matter. Many students view the class as little more than a requirement to earn the desired degree. To make the content more interesting and practical to the students, I often times assign them case studies to resolve. Since my students are culinary arts majors, the case studies often pertain to hotel/restaurant management scenarios. The scenarios generally increase student engagement, but there are still those who have little interest in the course. What are some other strategies that you have used to promote student engagement in the classroom?

Teaching is about listening, learning, sharing and discussing. When sharing or instructing a subject, the most important way to be a part of that subject and your class is by being able to understand what is being absorbed. Without feedback I cannot relate or understand what my students need and understand. I therefore at the same time am being taught by my students how to be a better teacher/facilitator. Learning what is needed from me will enrich my students with my teaching skills, soft skills and hard skills.

I find it to be a very easy transition when new students enter into my classroom. Yes there are nervous feelings and some jitters but I am a people person and I have always been able to relate to people of many different walks of life. One thing do is give my new students a "Welcome to my Class" gift and that breaks the ice immediately. Throughout the years I've noticed that little acts of selflessness will carry any person a long way not just myself, I also am standing at the door to greet my students when they walk in and i also provide them with info to contact me after school hours.

Early in my Police Career I came across a training Sgt. who always reiterated that there are no dumb questions. Mostly this was a safety issue, since we are working with some equipment that could be dangerous if not used correctly. I always encourage and tell this to my students to ease their fear of asking questions. I want them to engage me as I engage them. I believe this promotes learning.

In my many years of schooling I always appreciated the instructors who used many different approaches to getting the material across to the students. Lecture, Power Points and other visual aides, Guest Speakers, round table discussions is the approach I utilize. I attempting to reach all the different learning styles out there so everyone has a fair shot at grasping the material.

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