Every professional knows that the price of excellence is planning. I believe preparation and planning are more important in teaching than in any other profession. I view a lesson plan as a program of action, procedure, and content arrangement. I evaluate every lesson plan I use and I don't consider any lesson plan immune to to my thinking up ways of improving it.

I think the idea of students evaluating themselves is brilliant. Of course, this will only be a factor in my final grading of the group projects but I think it's a great way to ensure that students are participating and contributing to the group.

As a culinary instructor I really appreciate the point about floating through the classroom. This is essential to meeting individual student needs as they have varying levels of skills throughout their time at culinary school.

As instructors we will consistantly be on stage. I can walk down the hall and hear my students repeating to others almost word for word what I've said. We are role models for the student.

I've got no problem assisting students with learning challenges that do not disrupt the class. Many can be worked with without anyone else knowing; extra time, tutoring, and in some special cases verbal exams. Personally, I prefer a professional to handle man of these issues. I think they require more intuitive knowledge, and maybe time, that I have when I need to devote my instruction to the average of the class. My two cents...

I believe that students being behind others in comprehension reduces the overall effectiveness of the course; it certainly slows down the pace and increases boredom in acheivers. I think it is much better to recognize these issues; whether it is english as a second language, or poor reading at the appropriate level is a detriment to the overall class. I believe this issues should be recognized early and in many cases referred to remedial study. I know this can be embarrasing to many "Phd's"; but, the overall intent is to ensure they perform and that the overall class is not held back for one individual. Not too popular, I'm sure...

Some people simply do not want to be involved in a group. For whatever reason, the, "touchy feely" of it becomes objectionable. I find this situation difficult to overcome and in some cases simply have student that will not actively participate. Is this an issue of mine?

I like the idea; although, I must admit it makes me uncomfortable to watch myself - much like listening to myself. I still think that a self-restropective during your drive home is a great way of determining how well you interacted and you were received.

Since all students do not learn in the same way, it is important to adopt a teaching style that effectively addresses each learning style. Most of my class agreed that they are kinisthic learners, however, I, as the instructor must decide what materials will be used to facilitate learning. The majority of textbook materials are gearned towards visual learners. They have powerpoints. To help the hands on learner, I usually have an assignment to go along with the powerpoint so that students are not just sitting there in a daze.

My biggest struggle was when I got off schedule from my syllabus. I could have gone through my entire syllabus as scheduled but I recognized my students struggling with the pace. I must admit it through me off quite a bit. I know I made the right decision and I think my students got the most out of what was taught.

I think that group discussions are a great way students can prepare themselves to perform a high-risk activity such as speaking in front of the class. When students interact with each one of their classmates, they feel more comfortable when speaking to all of them a once. I try to change of group members so that all the students have had a chance to interact with one another.

If a student has this problem while in the career college setting; how do you identify such a problem? While the need a doctor dx the problem and is there medication for this disability?

I wasn't aware of the 15% of americans who have learning disabilities; this is major in my eye sight. It must be true "children learn what they live", I can not imagine just how many children go on in life and can not read nor comprehend what they are reading. Who is at fault?

I believe that it helps to give the students an overview of the course by reviewing the syllabus.

I always have my students introduce themselves and speak about their expectation from the program. I then speak about my career background.

I am looking for ways to promote better and more affective ways of conducting group sessions with students. I've mostly have gotten some students that want to participate and others just sit in the group and basically do nothing to contribute. When they are told they must participate that get MAD. Not and easy task at times. I need suggestions please.

Preparing for a class is essential it gives me confidence.

I have in the past 4 - 5 terms have found out just how important it is to openly communicate with students about numerous of this; not only pertaining to the subject at hand but about things in their city, county, state, country.

I am returning to the classroom after 10 years in the clinical area. I am now focus on developing as a competent instructor by using model, manager and motivator techniques

I have three and a half hours of lecture every other day. I try to involve the students but I have exhausted all my resources. Does anyone have any suggestions for games or activites?