Hello! As a teacher, when I experience a sense of centerdness, being grounded and aligned in my body, I experience a feeling of fluid stability that helps support my ability to lead. Encouraging students to connect with their own internal rhythm, their breath, their core, I believe,supports a platform of learning that moves one beyond the limitation of our usual cognitive approach. When I feel connected in this way, I experience a foundation that offers me an ability to reach out to students in a more supportive and empathetic fashion.

Most classes have students with a range of learning styles Some are more capable than others. Great teachers are able to distinguish these students AND are teach an entire class. Moderately talented teachers teach the bright students and think that the not so capable students are lazy or stupid. It is the teacher who is lazy. R

It is critical to have and understanding where students are coming from when deciding on how to approach teaching a class with diverse learning styles and capabilities. rebecca

Student are excited at the outset of a course and it is essential to keep the excitement and enthusiasm moving forward by engaging student with relevant questions and relevant material. Rebecca

If material is not relevant to a student he or she is not likely to focus on the material. Rebecca

need to apply what the memory capability the student have and apply differnt other ways to improve that.

I have over 25 years working at many different levels of being a training instructor and now I am transitioning to a teaching instructor. I feel very confident in the training arena and my students always speak highly about the quality of instruction that they received and the level of professionalism they experienced during the course of instruction. As a teaching instructor with very little hands on training taking place and a great deal of knowledge that needs to be passed onto the student, what are some teaching techniques that you would recommend for me to use so I can still benefit from my past experience as a training instructor?

I have always used different colored dry erase markers to help organize information as I'm putting it on the board. That's about the only resource we have for colors, but I do find that using colors helps students understand how some concepts are linked together.

As a first year instructor, I am still trying to maximize my effort preparing the lesson plans. I give myself about an hour for every three hours of instruction. I know this may be much, but until I get a better feel of the material I will continue putting in the extra time. I am certainly not very good at winging it. Any suggestions would be appreciated.

I found in my past expeienced that giving the Objective and points to remember and syudents to take notes get the students to listen and take notes during lecture time. pace myself in talking and moving in a manner that is not too slow nor too fast.

to facilitate the learning, classroom envirnoment is one most important issue to care about.

I have had a problem with exam days and introducing new material on the same day. The way the class is designed is 4 hours. Often I will need to test on the same day as a lecture (being an accelerated program we don't have many class meetings). If I lecture before the exam, nobody pays attention to the material because they're too busy worrying about forgetting exam info. So, I tend to exam first, and then hold the lecture last. It just seems, then, that they are all paranoid about the exam they just took and can't focus on anything else. What does everyone else do in this situation?

I am teaching a class that is short (3 weeks) and packed with info - bony landmarks and muscle origins/insertions and actions in a small classroom setting. It's a struggle to get through the information in the time given, let alone to have the time to be a more creative facilitator. Any suggestions for this type of class?

ACTIVE LEARNING IS SO IMPORTANT HERE AT OUR TRADE SCHOOL. THE STUDENTS DONT REALLY LIKE THE CLASSROOM LECTURES OR READING.JUST GIVE THEM SOME HANDS ON ACTIVITIES AND THEY ARE PROACTIVE AND EAGER TO GET THE TASK DONE.

Sometimes, students ask a question and he/she will say "This is probably a stupid question..." but a very wise professor who I highly regarded in my undergraduate studies set us straight the first time someone said that. He told us, "The only stupid question is the one that's not asked." That for us as students provided an open atmosphere where we weren't afraid to ask any question for fear it would be stupid or senseless, or whatever. To this day, I use that same line.

I like to interject unique repair experiences and anecdotes from my years in the field into my lectures to form a more cohesive connection between what the students are learning and what they may expect in the field. They seem to pay more attention in lecture, retain a higher percentage of their study material and are excited to go out to the lab and put their new-found knowledge to work.

I teach at a culinary school which is very hands on and active? Would you say that this involves active learning or is there much more to that?

Student involvement in the classroom is so important today. With all of the technology and information readily available through the internet and other means, students want information and stimulation quickly. Therefore, some things I've done in the classroom to encourage involvement includes simulation exercises with critical thinking case studies, lectures delivered by the students, online debates (which help save time), etc.

When Im teaching, I try to give them my experience and put myself in their shoes. I was a student once and we've all been there, I tell them. It makes them feel more comfortable. They forget that a lot.

I teach in a cosmetology school. My students are faced daily in making design decisions about the end result. They need to end up with a required result. They usually have discussions with peers, have reference materials, notes from lectures and demos, and them present to me, the solutions to get to the end result. This is then discussed and any other considerations are reviewed. Since we are a career school, we are sharing with them the reality of working in the cosmetology profession, and how to get results.