I agree a well parpared syllabue is a great tool in a students education preparness, it will also aid in instructors with there lesson plans. Great tool

I just started being an instructor, and have very high standards in general. I have found the curriculum and course outlines where I am on a regular basis don't meet my standards, and the students are not challenged one day, and the next two they can't keep up it is so difficult. Any pointers on how to fix this, while not undermining my superiors?

Being professional is a very important part of an instructor job. The instructor should present his/her self as the role model. You are the one who the student need to be able to look up too, you should be the one that they should be able to come too for advice about their career.

Rethink your approach when teaching; mix up your method of teaching to engage the learner more.

It's a good idea to make sure the learning objectives are fulfilled, while continuing to engage the learners on all levels.

It's good to know that the structure of a classroom can aide in the students learning.

It's okay when you can learn something from your students. One of the things I say to my students is that even though I am the instructor, there are things I can learn from them.

Because the average adult attention span is only 15-18 minutes while classes last much longer I find its best to break up the time in under 15 minutes tasks to make the best learning environment.

I start each new course by telling all my students to trust everything I say but verify everything I say. By this I mean dive into the mechanics of and see the physics of the systems and processes that I describe to you by critically thinking about it. If you just memorize the facts it will be very difficult for you to apply what you have learned out in the field. But if you can see the physics of what you have learned you will be able to understand it well enough to apply what you have learned. Prior to lecturing each section I ask them to look at it to see if they can figure it out prior to learning about it. It is amazing the conversations we have as a class as they work through their thought processes. Often it starts with one student giving his/her thoughts and it snowballs and builds from there. I get many eval comments that say how they loved being able to figure it out themselves with me there for guidance. Most every student loves it!

Its always been the most important part of our work to do the prep work before the classes get started (lesson plans, text review) but the most significant part of being prepared is that it allows you to genuinely connect with the students making the focus about the them and learning.

I really find that playing a game called Taboo, which is on the line of translation, I find how well they can descibe a term or conept in their own words to another student.

I have incorporated verbal reports, having a student teach a one subject in the class,& open discussions. But I have some subjects I am just not sure how to get away from lectures. I personally do not like lecture classes, but haven't found away of changing them. Any other suggestions?

Please write 1 closed question you ask students that is specific to your class. Then rewrite the question so that it becomes a specific type of open question. Please state the type of open question it has become (comparison, extrapolation, translation, interpretation, application, or procedural).

What comes first the syllabus or the course outline? Any thoughts on this?

Can you suggest any effective Professional Development Resources for experienced teachers?

"Schoolhouse Rock" made such an impression upon me growing up that I have created my own songs that I incorporate into my lectures. I think I will also add a little "mood" music for our reviews and play it again before the test to see how that increases their retention and ability to recall the information.

what are your thoughts on dealing with cronic late comers by startin the class on group projects and rewarding the groups who have full attendance

I teach math and for most students, the topics are usually dull and boring. So, what I always try to do is first teach he subject, and then show what it means to the students. For medical tech students, how the topic relates to them; for dental tech, what it means to them,; etc. This obviously requires that I understand a little about each program being taught at the school, but that's a small price for me to pay to make the class more relavent to each and every student. Usually, the students appreciate the interest in their specific programs, and the participation and positive questions follow. The students don't claim to love math, but they do seem to respect me, which for me is half the battle in keeping them coming to class.

Write 3 questions you ask students, that are specific to your class. Then rewrite each question so that it becomes a specific type of open question. Please state the type of open question it has become (comparison, extrapolation, translation, interpretation or application).

I was just thinking about instructors I've had in the past that relied too heavily on the curriculum given by the institution or college. While a curriculum is important to follow, the instructors that mereely followed the curriculum seemed uninspired. The instrutors that stood out in my mind always went above and beyond and included supplemental materials. The supplemental materials and additional learning activities expanded on the curriculum and displayed the instructor's enthusiasm towards the subject. When an instructor is enthusiastic and inspired, it is contagious and motivates the students.