I have found during a lecture that if I repeat key points at various times it helps the students to retain those points. I often wrap up my class by posing key questions that cause the students to have to state those points which I have mentioned several times during the lecture.

I agree that we, as instructors, need to "mix it up" to keep students engaged though I'm running out of ideas. Are there any suggested resources to tap into? Tami

At some point it can be diffcult working with a studnet who has a learning diffculty, for alot of them espically as an adult does not want to admit infront of their classmates that they have a learning problem, therefore they hide and go with the flow as they say.

When I put my students into groups, I usually have them draw numbers. I will take sticky notes write numbers on them, if I have 12 students in a class I will break down and have 3 groups, so I will take my sticky notes and write 1 on four, 2 on four time, and 3 on four, then I will have the students draw a number and that is the group they will be in.

I regularly use small groups during class discussions to encourage the more timid ones to become actively involved. My experience is that they are more likely to chat with a few other students versus the larger group. Do any of you have experiences with small groups? Do they work well for you?

As a new nursing instructor, I am very excited and passionate about teaching. As a nurse who has experienced burnout, what is the best way to prevent burnout and maintain my passion for teaching?

When delieving course contest one must be sure of the differnt learningn styles of students. Acknowledges the adult listener attentin span is about 18 minutes and focus student with mimi lectures to focus attention.

When meeting the class for the first time a brief introduce of background and past experience is important to set the tone as the educational leader. Also this is a time to get to know the students take attendance and post contact and course the class title information on the board to help student know they are in the right class.

When I lecture I always move throughout the class room, this way I can tell who is paying attention to the lecture and who is not, the ones who listen will learn dramatically and the ones who do not learn nothing at all.

It is important to arrive early and prepare for the class put yourself in the place of student when preparing

Lectures can be informative and can hold the attention of the class, but, I find that being engaging helps. I walk into the class, address students who seem distracted, puzzled, bored. I don't work from the podium.

I never thought of myself as a facilitator, but I did know and I tried to tell my studnets that as many times that I teach a class that I can always learn from them as well as they learn from me. Sometimes the students just won't believe that as an instructor we can learn from them, that we are suppose to experts at the subjects that we teach.

As I proceed through the outline, I am constantly looking for ways to edit and add to my instructional material in order to make it more accurate and poignent. I don't believe that a class should be exactly the same in consecutive presentations.

I have encountered my first "group" of three inseparable students; they walk in at the same time, talk together, answer together, rarely discuss during class together. I haven't had this yet during my time at this college, and it is frustrating for 2 reasons: a) they are very intelligent when they do comment, but b) they rarely speak to the class, only to one another. Any suggestions to get them to talk or engage with other students? (My course is almost entirely group discussion).

I feel we often get so wrapped up in the warm and fuzzy aspects of our interaction that we may not convey the reality of the transition into the work place. Certainly, we need to be receptive and concerned, but, once into the work place, the question for the graduate/employee is did we prepare them to shrug off and grow from disappointment, aggression, challenges, and all those elements that are part of work where few are going to throw their arm around us and reassure us that it will be alright.

This will allow the students to demonstrate the knowledge and skills that they have acquired in the course.

I know me personaly I must pay attention in my diesel lab on how much each student knows, What might be good for one may be too advanced for another of vise versa. Sometimes i find myself having a couple different levels of lab work going at the same time.

Are methods that enable students to reflect the skills and knowledge they have required during the class instruction.

I teach at a culinary school and most students that attend, typically lean towards the "visual learning" side. Saying that, if they aren't involved in the lecture part of class, their interest seems to wain pretty quick. One strategy that was offered to me from another instructor was to involve the students in the demo for the class. Have 1-2 students prepare the dish as you walk them through the steps for the class to see. This wouldn't work for every element we teach, but if it builds on items that know, it could be effective. This could also translate into a scenario of peer learning as well. Which could make the process and outcome stick with the students longer.

Many of my students can get over motivated. I can start talking about a medical assisting subject and to engage the class I may ask if anyone has ever had a similar experience, then everyone wants to talk about their experience or their child's experience, etc. and before you know it every one is talking and it is chaos. Any ideas to keep quiet directed engagement?