It is very important to have a lesson plan in place so that an instructor can stay on task and also students know when an instructor is not prepared.

I believe that students base how serious they are going to take the course on the first impression the instructor gives and how professional the instructor comes off.

I try to engineer my learning assessments so that they reinforce student's perceptions of success. I want them to succeed and I let them know this in an emphatic way. I view the process as that of putting milestones in front of the student so they can see how they are progressing, rather than as hurdles that have to be overcome. This is my way of making it a positive process.

I have found that it is important to ask questions and wait for an answer, and then build on it. Using the student's response, I will ask the class in general, is this right? Sometimes I will make outrageous statements and ask the students, 'Is this right?' This engages them and with some humor tends to guide the discussion into why my provocative statement was wrong and what is the right answer. By my willingness to go out on a limb it encourages even the shyness or most uncertain students to participate in the discussion by relaxing the 'serious' mode of the learning environment.

I have found written test is very challenging for students and it is also very time consuming for me in grading. Does anyone have any ideas on how to achieve this without the time constraints?

I've been fortunate in using my own experiences as a student to be open to student's different ways of opening their mental channels to information. I have often drawn or doodled while listening intently to an instructor. There was a time when I thought this was 'wrong', that I was being frivolous, but I have come to realize that it worked well for me and so now, when I see students drawing in class as I lecture I don't comment on it or ask them to 'pay attention'. I accept that this is just a way for a student to focus that traditional educators might consider as disrespectful or apathetic.

Students are most likely to learn well, even with disability by seeing the applied use of the material prior to the test. Teach the lesson, show its importance to the field of use and them apply the lesson to the application. This allows students with any disability to hear it see it and do it , before he/she is asked to remember the lesson.Not all people even know they have some disability, they think that they can not take any test. This also is repeating the lesson over three times before they are asked to complete the task.

The one thing I have found to work well is to get the students to work in groups. Perform an interactive presentation of the topic, sharing personal experiences which gives the students the realization that you are human too. Once the information is delivered, have the students work together in small groups using the information given,as well as step by step manual procedures to achieve their goal. There are stopping points to verify their progress as well as answer questions they may have. Getting their hands on the product immediately is a great learning tool.

Student will increase their words in technical material as they preform each technical task and begin to see the words applied to the parts idenification. Going through each part or material will have every student relating the part to the name and the application. This will help everyone , even those with real experience since many won"t be able to apply the word name to the actual part.

The module talked about using because, and giving reasons. I always give a reason for what I do. I don't expect them the agree with me, but if they understand my thinking it may go a little easier. Sometimes it works, sometimes it doesn't; but I have have been favorably surprised a few times.

I have found during my short teaching experience is that not everyone wants to learn and that those that do not can affect those that do negatively. What do you do in cases like this where some students want to learn and one or two do not?

I like to explain to students that they need to work through the issues, like in a real world scenario.

I currently teach a 4 1/2 hour class on Monday nights. I try to mix the class up with lectures, videos, breaks and discussion; but I still begin to lose most students after 3 hours. Any advice??

I have found that introductions, professional experience and shared interests are great for building a rapport between the students and I and benefits the entire class overall.

I found that letting the class know that the syllabus is flexible and can be tweeked as the class progresses, is a great way to reduce the stress for a student as the class begins.

Hello, I'm totally new to teaching and just started my first class. I was asked to instruct after coming in as a guest speaker and afterwards the instructor asked me if I wanted a job :) I teach a class of almost all adult students. One thing I notice is that most of them expect a passing grade up front and expect to put just enough effort into the work because they feel they must. I dont know if it's because they are adults and feel that "School work" is more for young students? How can I convey the importance of hard work and get them more motivated?? Thanks

The topic on using memorable moments was particularly interesting to me bacause thsi is something that I do in my classes with students but not after I get to know them a little more. Some students are either just shy, or private, and before I use personal examples from what I have learned about the students, I try to learn the students themselves. I still think it is an excellent way to get students to retain information. If you use examples from their life experiences, this is something they can relate to. I also ask students for personal examples, so that they can draw from their own experiences. Most of the time, I find soemone else has a similar story.

I would like to get input on how you pace delivery of content within the time allotted for the class, responding to students questions and talking about real experiences without running over. I feel like near the end of the class I am rushing through material to assure that I have delivered the content that is expected for that particular class.

Involving students into groups give every student the ability to see the entire project and develope it through to the end without having to do each seperate assignment. The use of groups allows everyone the inaction and training along with completion on time. Everyone is focused to be on time therefore not to let the other members down in the completion of their task. Adding all the task together shows the students the whole project. Students are willing to work harder in a group rather than letting their peers down.

The instructor needs to develope a plan for lecture which moves him through out the classroom and keeps students involved. Instructor can start asking each student why they chose this field of study and how they will apply the training to real life. Using this information, he can freely move about the classroom and have each student show their plan for action. Take a few good plans and intermix with lesson being taught, using students idea to help demostrate the object of the lesson. This will force everyone to stay connected since their plan could be next. Finally keep focusing on varies students, which allows the instructor to maintain eye contact and facial expression.