I have had mixed success with groups. When I allow students toform their own groups they choose their friends and unvariably there are one or more students that are not picked. I find it far more conducive to group dynamics to assign group members so that the weak are put with the strong so that all students participate and learn. But this can also be disasterous. I had one group where they allowed the "stronger" student to write the program for a microcomputer for their final project. He went onto the internet and copied the program. This caused his dismissal adn it also hurt the final grade for every member of the group since the project was not actually completed. I did make allowances, but since no one could complete their part of the project the grades were affected. And then there was one group who divided the tasks. And one individual decided that another student was not doing the quality of work he expected of his fellow students, so he told her to stop and he would do her part. Unfortunately, this was done outside of teh classroom and I had no idea it was happening until after the project was completed and handed in.

My students are such a mix of different back grounds, experience levels, education levels, and languages that it is always a challenge to keep interest levels high, and be sure you are getting through to each and every one of them in a manner in which they can relate to and fully comprehend.

As the Faculty Development Advocate at our higher education institution, I have seen time again the downfall of new instructors because they entered their class with minimal preparation and were sorely unprepared. Preparation helps promote confidence for instructors and is often half the battle to a successful class. Is there anything worse than entering a class without all the necessary materials, lesson mapped out, topic to be covered? I would imagine student would rapidly lose respect for teachers who enter the classroom this way. I will often map out my hours in class in 30 minute increments so my time is wisely spent and the students get what they paid for.

When work groups are put in place it is a good way to build confidance for the students. By working within groups they begin to see how everyone can contribute to each others success.

Managing your communication skills is more than verbal. It involves apearance, conducting yourself physically, and approaching the class smoothly with an air of confidance and being in charge. this is not to say to be in the role of a dictator but with compassion for thier learnig the topics of the course.make them feel as they are your very existance for teaching and the pride thier sucess brings you. Show your enthusiasim for your work and it will carry over to the class to be successful.

Some of the best memories I have from my former teachers are of when they used different activities to present material. I've had teachers that let the students do all the teaching, and she just emphasizes what's most important on the subject etc. Case studies were also very helpful in college. Videos, acting something out, etc were the things that helped me learn the most. I hope I can become a teacher like that that uses a variety on teaching methods so that all my students are able to understand the material.

Since people of an adult nature learn in a certain way and are not apt to change there learning methods you have to know how to reach out to each one .

Simply said meeting your new class arravial shows the students that you care about there sucsess and you are there for there sole benifit and that is to learn.

By planning your lesson plans carefully you can see if the materials are thought in a manner that makes since to all and they are in a functioning realistic order . in order to elimate confusion.

Leanring the straigies and ways to best rech your students will for one keep the students engaged on what they are there for and giving them a structure is important for them as a whole to feel comfortable with you as a instuctor by showing them you are confident and well prepared to quide them and teach them this course

The success of your instructional style is dependent on your audience and the subject matter. What do you think?

I have found that groups work very well on chapters that are difficult to students and where there is a lot of imformation. Students usually work together to come up with ways to connect the content being taught.

Do you have any best practice on prompting student with learning disability to ask if they need help or require more time. It seems that for some of them it is taking a long time for them to open up and ask for help.

What percentage of T/F questions compared to multiple choice questions do you feel is adequate within a test?

This was an interesting module with lots of good suggestions for getting started. One thing that I have found, as a math teacher, is that I must confront "math anxiety" among my students on the first day of class. My class is Applied Math, and many of my students are coming back to class after many years or after another career. There is a great deal of fear about math in general and their ability to do well. I always tell a story from my undergrad days about a psychology professor I had who did an interesting and effective exercise in class to introduce us to the topic of fear and anxiety. I won't elaborate here but it always breaks the ice and gets them laughing, and leads us into a discussion of how to reduce anxiety, practice good study habits and strategies, alleviating test anxiety, etc.

I appreciate the idea of putting a box around important text, great idea, this will make LD students zoom in on needed information.

I find it helpful to go around the room and have the students introduce themselves because it helps me learn their names. I have them also state their career plan. I have a sheet that I always hand out at the beginning of the semester that has several questions on it. The questions include: It has their favorite subject. Their career goal. Their current job. Their class expectation. This lets me know if they are working 50 hours a week and trying to go to school, what is their favorite subject, their expectation of the class and what career goals they have and it helps me teach to their needs and understand them better.

On my first day, I was very nervous and excited at the same time. I totally agree with the module in that you can never be too prepared. I had an outline on how I was going to spend my day, but because my setting is not a classromm or laboratory but a medical facility, a couple of things had to be changed and ended up with some unexpected free time. I am learning a lot, and now I have more ideas on how to prepare for my next cohort of students.

It is important to have rules and policies of your class in the syllabus and have them sign a "received syllabus" form so they cannot say they never received it and have no clue about the rules. Making sure all of the rules of the class such as make up policy, attendance policy, class content and expectations are all covered day one so they cannot come later with confusion of the rules. Letting the class know that you are avialable to work with them and to contact you for questions makes them feel more at ease about being nervous taking a new class.

Planning ahead is a big thing. Always being prepared with the proper coursework for that lecture and class and the proper amount of copies and materials for the students, they like to see that the instructor is prepared or it sets a bad example and makes them not trust the abilities of the instructor. Being consistent also builds trust in an instructors abilities. Students look up to their instructors as role models and they tend to put the instructor on a pedestal. Being consistent with the same rules for all classes lets them know that your not bending rules for certain students or playing favorites, rules are rules for everyone equally.