When I first began some recent instruction, I was handed curriculum and syllabi examples of previous instructors. After teaching several terms, I found certain subjects were stressed more than others and I personally felt other areas did not get the attention they deserved. How far should I stray from previous course instruction if I feel it is unbalanced or deficient in areas?

Simulations and games are great ways to have experiential learning, but as our course material emphasized, a good debrief is important. The debrief is an opportunity to reach the higher levels of learning such as synthesis and evaluation. It provides an opportunity to reflect on not only what went well or not, but also thinking of ways to improve or correct what occurred. Debriefing provides an opportunity for both student and teacher to critically think and problem solve.

When lecturing it’s always a good idea to try to stay current with new technology so you can enhance the overall class room experience.

what should a teacher do when she asks a question but none of the students have the answer because none of them did the reading?

How do other delivery options help with student learning?

What are some of the benefits of a professional development plan?

I am faced with this topic for the upcoming semester. As a sales and marketing professional, I am excited to learn about the topic at hand for the new semester, Labor Relations. I am searching for new ideas to help make this class exciting and interesting for the class.

Some of my students in the pharm tech program, even the ones that study a lot for tests, find themselves stumped when asked a question requiring analysis or critical thinking. The problem is that tests are typically written to reflect knowledge and comprehension of the material, and only limited application or analysis. Students used to complain when I had test questions that weren't exactly phrased like the handout or study guide they received and required "extra" thinking, although some did quite well. I now try to ask speculative questions related to practice environment or possible strategies or solutions that may resolve issues, like medication errors, and find that patient cases generally evoke more enthusiasm for thought-provoking questions, than questions without associated scenarios. I guess it has to do with real-life applications.

A lot of students that go through my program appear to be kinesthetic learners. However, while some subjects can be taught that way by including more compounding labs, others are purely theoretical, such as pharmacology. I usually provide detailed handouts and add to them from my experience, other readings, or how the topics connect to pharmacy practice. I found that when kinesthetic or visual learning is not feasible due to subject matter, personal narratives from the field or illustration from practical applications can fill in the gap.

When presenting new subjects is it better to explain the revelance to the job or stick to the theory?

Our students demand a higher level of engagement than when I was a student. They also respond to revelance to the real-world.

I feel that the most important part of the first class is to make a positive impression. Make sure you are on time and prepared for class to start on time. This sets the pace for the class and the students are clear as to what you expect.

I like to play games with my students. It increases their motivation and it keeps their attention. This has been effective for me in the past.

It is important to help your student set career goals and learn how to understand the goals. Make sure they are reachable and reward when goals are met.

It is important to have instructional stategies and be prepared to adjust depending on your students learning styles. This will help both you and your students.

have students share what they learned from each chapter

In class we should ask students to ask questions related to their personal subject related experiences.

I think an instructor should adopt the method which suits the student as the goal of Instructor is to make students learn

ED 114 has made me aware of my need to allow slower students the opportunity to have more time to answer the question. Also, my teaching can be more productive if I incorporate more open questions. I now feel that open questions allows the student to better express them selves and apply what they have read.

keeping yourself current in the field of your study, and thinking outside the box keeps you updated and current. on going education for the support of growth and creativity is essential in learning and staying creative. being inspired everyday makes the creative side improve and grow stronger.