Some instructors feel as if they are entitled to get a professional behavior from all of our students. But in reality you have to also be professional to your students also. You have to act the role to get the same repsonse in return.

what techniques can you recommend for dealing with a troubled student

What are some good ways to instruct a large class comprised of students from vastly different backgrounds and technical levels?

My exams are a combination of Multiple-Choice, True/False, Completion, and Short Answer types. I consider these types of tests as most appropriate given the tecnical (computer)course I teach. After grading exams and showing the students the results, they normally do not debate the mistakes and errors they made on the Multiple-choice, True/False, and Completion sections. However, I have encountered a number of instances where a few students would contest the(incorrect)short answers that I have marked wrong, for consideration (ie. they clamor that their answer/s are correct as well, though they are just not the 'best answer/s'.) In all of these cases, I have given these students allowances by hearing their respective explanations and contentions. When I am honestly convinced that they have a point, I considered changing my position on my marking/s and therefore changed the grade appropriately. I recently encountered doubts to the effectiveness of this action. I question myself if this action is constructive and tends to bear healthy effects for both instructor and student, or rather the opposite (eg. detrimental effects)? Please note that my intention is to form the student's analytical and critical thinking in relation to measuring their progress in acquiring the required technical skill/s. Would giving the students a chance to redeem points after the fact of grading the exam, and allowing them liberty to a debate the instructor be recommendable? Thank you.

In an online environment, I think we need to be very aware of how students absorb information and how they put it into practice.

I have students count off and then break into groups. Invariably, someone takes a lead and others follow. However, there is usually at least one student who doesn't want to participate fully.How can I encourage all students to participate fully in team work?

I usually list the main goals of each day's class on the eraser board. At the end, of class I repeat the goals and ask probing questions. I keep suggesting to students to take notes or highlight key ideas in their textbooks and PowerPoint handouts. When I ask students why they don't take notes or highlight, they respond that they "have photographic memories". I believe that the suggested habits above increase student information retention. What else would encourage students to do something to retain new information?

Sometimes, I show short films or clips. I believe this type of medium can be effective. Some students pay attention and others don't pay attention and even sleep.How can one measure what has been learned in this type of exercise? Sometimes, I give out a brief questionnaire, which helps me get some idea of the usefulness of this exercise.

I teach in a culinary school,however degree candidates are required to take general education classes such as psychology, math, and history,etc. Often students have a narrow focus and feel that these core classes are not related to their desire to be chefs and restaurant owners.How, can a gen ed teacher deal with this prevalent view. I try to draw relationships between my psychology class and the managing people in any industry. This doesn't always work. Any suggestions?

What are some specific ways to get feedback from students on what is working in the classroom and what can be improved? The class surveys at the end don't help with the current class. Do you ask students directly if they are learning or do you gauge by body language and level of interest? I'd like to hear from other professionals.

Where is the best place to find resource material?

Sometimes in discussion in the classroom, other students need to see the diversity of culture the other students come from. This also helps them to understand other student needs.

Diversity should also mean the integrating of students, male, female, and black, white, american indian, hispanic etc.

It is important (communication) due to the fact we have to focus on are target, to get the students to focus on the target presented.

LECTURING IN THE COURSE I TEACH NOW REQUIRES AN INTERACTIVE DICUSSION BETWEEN MYSELF AND MY STUDENTS. THIS GIVES THE STUDENTS A CHANCE TO INTERACT WITH MYSELF AND THE OTHER STUDENT IN THE CLASS. THE RESULTS OF THIS INTERACTING GIVES EVERYONE AN INSITE TO MANY AND VERIERED OPINIONS.

I have worked with several students with disabilities. Some students have IEP planns and they are allowed more time on major assignments as well as tests. I have also worked with students with dyselxia. Often these students would disclose this and ask that I provide them feedback when they make mistakes so they could be more consciously aware of them. I also had a student who could not read very well and had to assist her with her assignments. As teachers we have to be willing to help our students no matter what their deficiency.

I find one of the biggest challenges in the classroom is language. Many students are in the class with very basic English skills. Therefore when they take concept classes like Psychology they can really struggle because they do not understand what certain words me. As an instructor you have to break the concepts and examples down into basic form in order to help students understand the material. This can be frustrating to some students who understand the concepts. You have to find balance in doing this so all students are challenged.

In my experience, students do not like to work in groups because they feel one or two people end up doing most of the work while the others sit back and do not do much. Some students do not see the value in working together, they would rather work independently. For one of my classes, I have students take a group test. Often the students are reluctant about this at first. When they take the test with partners they are able to talk out their answers. Some students say they learned mmore from working together than they did from the lecture. Other students did not like the group could not consent on an answer. Once the students get their test scores back I have the write a paper together and they talk about the pros and cons of taking a test together. I think it is important to do this because it teaches students to work together.

I know sometimes as an instructor I can get really uncomfortable with silence. After a few minutes I want to provide the students with the answer, however, I have to remind myself that I need to give students time to think about the answers. If I am always providing the answers, how will I know if they really know the material. Does anyone else have trouble with this?

What type of music would most adult learners like to listen to?