by explaining the course to them and working with them

go over the syllabus so the students know exactly what you mean

if they have problems learning find out what they are, so you can help them

Test should be on the items that was covered in lecture. Most of the time their shopuld be a review over the lecture; however Quizzes are not in included.

It is easy to assess the students on the first day of class; because the student are willing to be honest about them self's

Start with the local news to get them engaged, then contiune onto a lession for that day.

Try to engage them on their level as adults and then break it back down to basic.

I have had a number of students who seem to be intimidated or shy and do not ask questions either during class participation or even one on one with me. They seem to be struggling but when help is offered or when I try to find out why they are struggling, i get nothing out of them. They almost seem as if they are not interested in learning or really have no desire or motivation. Other than letting these students fall behind, what other techniques could I try to get them more motivated to ask questions or even go to someone for help of they are not understanding the material?

I have a challenge with a group of know it all students. They challenge most of their instructors and usually create conflict between themselves and other students who are interested in learning.

Try creating an actual real life example of a situation. Or better yet create a situation and ask small groups of students to develop an action plan to assess, plan and implement the action and have a system to monitor the students actions.

There should be a good training period for new Instructors for at least two weeks. This will have a great impack on their success as a new employee.

I like using real life examples when I educate my class. By creating interesting examples of current personalities or celebreties, students may find the topic more fun and interesting. Another way is to have the students practice using their own information or ideas. This includes them in the process of learning

I learned that 75% of the population are visual learners during an instructor seminar. I'm in the dental field and teach lecture and lab. What has worked great for my classes is to bring a visual aide from lab and present it during lecture. This aide correlates with the daily objectives. It could be a series of dental x-rays-some correct and some with errors. I break the class into groups and have them chose which x-rays are correct and which are not; each group has a different series. when done each group presents their analysis. This approach is low risk because they are actively pursuing their analysis together and presenting as a group. At the end you will have one big group discussion for sure! :-D This works best if group members are switched each time you use this method. Ines

I teach at an audio engineering college. using audio recordings, or to have a student with learning disabilities record lectures seems only natural.

when teaching a technical subject there are many different pieces of equipment. I feel that this helps the learner associate the terminology with the practice/procedure. ultimately making the learning of the language easier.

it's a tightrope when first dividing your class into groups. it can have bad effects on certain members if they feel they have been put into a certain group for a reason. Maybe an idea would be taking a survey of the class, without the class knowing what this survey would mean ask them who their favorite composer is. Based on the outcome of the survey, you can use that to make your groups.

it's easier when you're already an animated character, but if you aren't that type of person, watch people that are. watch how Steve Jobs presents a keynote speech at the release of a new ipad… maybe even watch your favorite comedian. I feel pretty confident stood in-front of people, I like to think that I gesture well, have good vocal authority. But if you think you are lacking in these areas… take to the bathroom mirror. If it's good enough for Robert De-Niro…

The preparation and time allocated for the classroom arrangement as this module suggest is so important to student learning. The dynamics are often driven by the classroom scheduled or given to you at the start of the year. Adjustments and creativity to use the space provided always come into play.

I use the syllabus objective section to prepare topics for lecture. The syllabus meets the criteria of what they should learn and thats what I give them, exactly what they should learn. I don't short cut anything.

I review my Instructor style daily to: (1) Make sure I gave students a clear understand of daily topic. (2) My lecture always begin with an overview, then notes on the white board. I explain word for word the notes. (3) I close out the lecture with interactive questions and a personal experience. (4) The first 15mins of class the next day I test the students on what we covered in class the day before. I rarely do multiple choice anything. There are no clues on the test because I am looking to see what the student retained. (5) I move forward with class and reiterate previous lectures as it pertain to topic at hand.