it is very important to prepare and plan for each lesson in conjuction with that you (the instructor) must keep also in mind that your preparation and planning is well researched for each student, every student is different and understand at his/her own pace. as an insturctor you should/must shift gears on a regular basis to reach each and every student in your class. its great that 90 percent of your class understand the topic at hand but what of the 10 percent that did not, you have failed to prepare and plan... 100 percent accountability. is your objective and goal.

it is very clear that each insturctor has his/her method of disseminating vital information to their students; clear commitment to teaching,accessibility to and rapport with students, expertise in communicating the subject matter; are very effective way in reaching your personal goals as an instructor along with effectively reaching your subjects (students)

Students whose primary language is not English provide a unique challenge to the English Composition instructor. It is often assumed that essays will be graded on grammar, punctuation, and vocabulary. However, especially in the case of the ELL learner, we must instead grade based on content. This can often be a difficult adjustment, but I believe we should do it for all learners, not just those with a language barrier. It is not important that they use the most sophisticated language, but rather that they are able to communicate their ideas to their audience effectively. Rather than focusing on grammar and punctuation, we should look at organization of ideas, strength of position, and consistency in argument.

Recognizing the various learning styles is perhaps the most important aspect of becoming a successful instructor. This module mentions asking our students what their personal learning style is at the beginning of the course. However, I find that many students are not aware of their preferred learning style and need help discovering which method they prefer. While it would be helpful to ask at the beginning of a course, I think it would be beneficial to revisit the question, asking students after you have tried various presentation methods which kinds were most helpful or effective for them. This will improve our instruction as the course progresses.

The students will act and react to the tone of the instructor. When we have full classes, it becomes easy to use the fact that it is " a large class" when explaining shortages of equipment, etc. What typically happen is that they will use that as an excuse for every short coming during the term. We should focus on the size of a class and the challenge that they may face without using the size of the class as an excuse.

Students often will ask a relevant question that requires some deviation from that day's lesson plan. The checklist helps me get back on track after dealing throopughly with the student's question.

After every lecture I have a question and answer session with the students. This gives me an assessment of who actually understands the material, who was paying attention, and who is struggling with understanding the material. The response I receive from the students is excellent.

Often, I am assigned to a classroom that has individual computer monitors. These can be a distraction; sometimes a student will go on line while I am calling the class to order! When this occurs, I inform my students immediately that if they try to multi-task in my class, they will fail. This gets everyone's attention.

multiple multiple choice questions are the best

They allow the instructor to see which of the students do not really know what was taught.

admit when you do not know the answer

most of our students are visual learners

nothing worse than a teacher that only lectures

i have the students draw a pic of what they like to do for fun and then have then class guess what the pic is

always be prepared for the unplanned

It is best to use the word "tentative" on some syllabus items to provide an opportunity to be flexible in accomplishing the couse objectives.

I'm a brand new clinical instructor teaching on a medical surgical floor in a hospital! There seems to be a lot of down time on the floor. I try to come up with things to do to fill the time! But I am having a hard time doing this for 10 hours. Then afterwards, we need to have an hour of post conference. Does anyone have any ideas that are exciting and enhance learning? Thank you!

While often times we find ourselves sympathizing and being apathetic with the students for the many reasons as to why they were late, didn't attend class, aren't in dress code etc., we are infact setting them up to fail in the "real world!" We all know that if we continue to provide excuse after excuse as to why we aren't doing what we are supposed to in regards to our place of employment we would be terminated. However, I do understand that "things" happen but we need to start laying down consequences and get these men and woman prepared for "real life!"

Virtually all textbook publishers offer some pre-packaged content for at least some of their book offerings. The content can consist of images, PowerPoint lectures, lecture notes, animations, movies, question pools etc. Using pre packaged content will hit for the most part all students learning skills.

The first day of class sets the tone for the rest of the course. To reduce students' anxiety and uncertainty, try to create a relaxed, open classroom environment conducive to inquiry and participation, and let students know what you will expect from them and what they can expect from you and the course. 1. Visit the classroom before the first meeting. 2. Build a sense of community in the classroom. 3. Address students' concerns. Set the tone for the rest of the course. 4. Greet students when they enter the classroom. 5. Start and finish class on time. Encourage questions, and give students the opportunity to talk. 6. Stay after class to answer questions, or invite students to walk with you back to your office. 7. Write the course name and number on the board. 8. Take attendance. Mention department course policies. 9. Explain the procedures for the course's sections. 10. Describe the relationship between the course and its sections and how sections will be run. 11. Review any prerequisites for the course. 12. Define your expectations for student participation. 13. Tell students about campus policies on academic honesty. 14. State your expectations, and let students know what you regard as cheating and impermissible collaboration. 15. Hand out and discuss the course syllabus. 16. Invite students to attend your office hours. 17. Review safety precautions. 18. Review emergency procedures. 19. Bring copies of the required texts to the first class meeting. Introduce yourself to your class. Ask students to fill out an introduction card. Begin to learn student's names. Discuss the objectives of the course. Ask students to list the goals they hope to achieve by taking the course. Describe how you propose to spend class time. Give your students ideas about how to study and prepare for class. Give an assignment for the next class session. Ask students to write their reactions to the first day.