An honestly well-prepared lesson plan is definitely a good guide in teaching and most likely you don't get lost. You become spontaneous in teaching and you lessened the clearing of your throat when you move on.Students will consistently trust on your expertise and would really be thankful to be a part of your class.This is also a good motivation, making them feel that what they started is heading towards the right direction.I'm pretty sure this will also end up with good retention.They will be proud with their alma mater as well.

Relevant Course Content and presented in an appropriate manner can be the key to progress of the students.

First Impressions in all walks of life can alter the perception of who we really are before nopther gets to know us, and Vice Versa

Passing out and reviewing prior to class is essential to success and understanding.

As Instructors we need to be flexible to change and adapt to different syles to meet the needs of the students.

i enjoy the balance of the three roles of learner, facilitator and teacher. lecture always has it's time and place but isnt always the most effective way of communicating

The main objective on the first day of class is to establish a professional type of rapport to your new clients.Introducing yourself must include years of services in the field,pride of telling them successful students in the field who were sitted in the same classroom,a promise not to stress their heart and body but still being able to learn what is expected of them,and giving them ideas how to get and maintain good grades and excellent awards in every module. When students introduce themselves,I stand close to them, exercise my sense of humor like associating their names withcelebrities,comparing their current jobs to their future job with funny differencies. As soon as I sense they are feeling at home and relax then I start with the grading system and school policies.Thanks to the other ideas presented in this topic,it's worth trying.

This was a bigger transition than I thought and was wondering if anyone was experiencing or had experienced similar issues. I am a former public school teacher; I taught one year at the middle school level followed by three years at the high school level. The transition from middle school teacher to high school teacher wasn't a big deal. It was actually pretty easy. However, now that I am a lab supervisor at the post-secondary level, I am amazed at how differently I am viewed by the students (adult learners). The majority of the students I have now are my age or older and interact with me in a way that leans much more toward the egalitarian, which is fine in most regards. They respect and acknowledge my knowledge, skills, and abilities for what those things are, but then some want to hang out, or have a couple of beers, or go to this party. Unlike the students I had when I was teaching in secondary level public schools, some of these "adult learners" seem to think there's a "ON/OFF" switch to the instructor/student role, but there isn't. My former high school students thought of me as a teacher, a responsible adult, and an approachable figure of authority; they knew where the line was. Now it seems in the post-secondary environment, given my age too, I am viewed by some students as a potential buddy or pal that they can "chill" with outside of the school. I take it as a compliment and that they like me, but I decline, thanking them for the offer and politely remind them of the instructor/student role in-so-many words. Most are really understanding about it, even if they are still "chatty" about "life in general" with me at times. Has anyone else experienced something similar to this?

I really enjoyed this lesson, as it highlighted flaws [that I expected it to] in my own methods. I am thinking over some of the questions I currently ask in "closed form", and planning on how to change more into "open form". However, there's one thing that I think needs to be in place in any classroom to enable more of the improved "open questions/probing/praise, etc" to be applied: a "SAFE" classroom environment. By that I mean the students need to know it's ok to not be 100% correct, and that they can have an opinion without being chastized for it. Maybe this topic is better suited to another area, but I think the best questioning attempts won't help unless the students see responses from the instructor that are in the interests of bettering them. It takes courage to answer an instructor, especially in the presence of an entire classroom. So the "vibe" in that room needs to be one that allows all these good questioning techniques to be applied.

Socrates seems to keep coming up again and again lately. I've asked around if anyone knows anything about him. Some said that they've heard the name before and some have even taken philosophy classes, but can't remember much. It just seems a bit ironic that there is a theory of learning named after him, but not much of us (myself included) has learned much from him. Guess it's just a motivating factor to learn more, right? Thanks.

After learning about the different learning styles, I've realized that each one can be applied to the subject that I teach, which is anatomy & physiology. It's visual, there's written material, there's me as the lecturer...but the kinesthetic part may be a challenge. At least it will get me thinking.

One of the things that is important to to not only model, but to be adaptive and to reflect upon the learning styles and needs of the students in the class as well.

I can remeber when I first started teaching and I was very nervous and fidgeting. I tried my best to make sure that the students didn't notice me. I am now comfortable going into a new module and get right down to business.

This is the angel in teaching.It is a perfect guide that will lessen a possible human stress in teaching especially a tough class of students. This guide will help you prepare your day to day of teaching without fear.You can also enjoy academic freedom if you want to add what is not in the outline but relevant to the topic of the day. In other words you can always add and never subtract from what is required of the course.What an excellent mathematics this is in teaching.

We a new instructor we preapre our selves for teaching by make sure we know how to manage our class, preapre for the class, get organized and come to class earl

What is the best way to spot reading problems with new students?

As an instructor these two roles are for me my priority on top on being the classroom manager. My students are aware that 15 minutes before the start of the class I'm already at my desk properly uniformed as teacher. For them to come on time their feedback is to leave their house earlier to have an allowance of time in case there are delays on their way to school. My class is always on time from start to end. I also write or speak to my students whom I think is slow in their progress of learning compared to the others and gave them some motivational tips on how to improve their grades;they are inspired. Announcement of appreciation is also given to the entire class if everyone is really doing their best in their progress of learning.

The way my students perceive me may very well be a reflection of their behavior in my class. I am planning on learning everything i can to set an example for my students to follow in hopes of maintain a stronger professional environment. I must maintain a professional distance and not enable my students slack off from their learning.

I do not see curriculum and instruction as readily separable. Rather than emphasizing expected learning outcomes, I prefer to focus on the learning experiences where students develop their own meanings; knowledge and skills as a result of their own experiences interacting with the subject. Simply, emphasizing curriculum content with many of their needs and interests to make the subject content more relevant.

It is important for me to understand that what I say, how I say it, and my non-verbals should be consistent. I have found that students' understanding and behavior is evoked from their perceptions and interpretations of the product of data taken in through the senses: sight, hearing, touch, and even smell and taste.