would past students make good guest speakers?

I have recently have been in front of a very stressed group. Listening to the group and try methods to calm everyone down, learning from this course: out line what they will cover that day, on the white board.

We all want to be fair in allowing opportunities for learning, but should we give all students the same opportunity to revise their work based on the decision to help a few?  It is usually a small percentage who fall into this category of needing this type of help.  Is it fair to those students who worked hard to get their grade only for the instructor to be seen as showing favoritism for a select few to make up work?

How motivating instructors demonstrates empathy?

@One Training is great for college instructors. It provides training and valueable free classes and interactive desktop seminars.

What type of questions do you use and find most successful in creating and grading assessments?  Mix of subjective and objective - strictly one or another.  Looking to create a dialogue on assessment techniques.  

In my English classes, I often start classes by having students writing in a journal.  It is good to get them writing while I do attendance, etc. - Sometimes they will share what they wrote.  Often even when not asked to share, they will talk about what they are writing or the prompt, etc. - so it engages them in the topic.  

Im and instructor and orlando area with le cordon bleu orlando spanish from Guatemala living and the states for 32 years grow up at chicago start my career and 1980 till now im interst to lear the best way to comunicate wit our population and become a better instructor

With some students who have English as a second language what are some tips to help these students engage better in a group project? I have noticed some students find they get special treatment or get annoyed because they can not communicate. I try to use humor and in our field example of how they will encounter these different language barriers in the salon.

While the hands-on learning necessary for skill development at a culinary school would be hard to flip, there are ways certain assignments and lectures can be managed. For example, a demonstartion of breking down a chicken and inmplementing the proper cooking methods on the various parts could be prerecorded, then the in-class time could go over homework associated with that demo, then actually have students engage in the cooking methods themselves.

What are some of the best practices in completing and admissions assessment?

I completed ED106 and have not received my certificate of completion. This was finished on 12/24/2014. Someone please help me understand what I could be doing for this to happen.

When dealing with a classroom that has students ages 18-50 years old, it is very important to include learning activities that will help all of them to become involved within the classroom. Learning is best obtained when students are self-directed and involved within the learning process.

What would be the best way to keep all of these students (18-50 yrs old) involved within the classroom?