I would say that there are some students whose ambition outweighs their ability and potential. While they can, with effort and time, learn the same materials as their peers and perform the same tasks.

The success strategies suggested in this course helps deal with students with English as the learning language. And also the point that many of these success strategies can even help with students outside this group.

Group assigents are liked by averarge or poor students. Good students might dislike it as they feel like they are doing all the work Having groups they make new friends, exchange phone numbers etc. which helps later on as they help each other and try to work on homework assignments.

moveing around the classroom is important to maintain control of the room and also to keep the students more ingaged. If I move around the class I can see students from different angles and will notice if one of them is being distracted. It also gives the class a bit more action as floating around the room causes the students to move around.

With the five most common disabilities, which resources should you use to determine if a learner has one of these? If they managed to go undetected through school (not a hard thing when there are so many students in schools with a shortage of teachers) it might be difficult to get them assistance. So, my question is how do you help students who might have slipped through the cracks and are past the age where modifications are required.

I have come across several students who are overly intelligent but they get bored when the B studetns are trying to grasp new topics. Each student should feel as though they are learning, but with a limited amount of class time it is difficult to address each type of learner. I wonder if, in the early assessment of a student we couldnt develop better lesson plans that started with the big picture for all students and then went to the direct application so each learner was engaged? But would that be effective, would there be enough time in the lecture to ensure that each student is progressing?

By evaluating the level of comprehension of the students. It provides valuable information to assist in the understanding of the class content.

It is helpful to evaluate the student comprehension of the topic at the beginning of the class and also evaluate at the end of the class. By asking them questions, it provides me with information on the level of their knowledge. At the end of the class, it gives me an overview of the level of comprehension from the students. What is your best practice to evaluate the student knowledge.

I use life experiences in the classroom everyone can relate, even those with reading problems or ESL. It keeps them focused.

I like to read the surveys provided by students regarding my teaching style or about the class itself. Once I have read the surveys, I make immediate change on the syllabus, my instruction style or the tempo of the class i.e. more breaks or less breaks, etc. I also like to read on more materials about the subject matter and therefore giving me more tools to succeed. I believe I am a mentor, manager and model when it comes to my style of teaching. I emphasise being a mentor a lot. Guidance is the key to a student's success. ~Louis

What techniques can you employ to further develop, refine and enhance your instructional style?

What techniques can you employ to further develop, refine and enhance your instructional style?

What techniques can you employ to further develop, refine and enhance your instructional style?

What techniques can you employ to further develop, refine and enhance your instructional style?

In cuisine and pastry it is important that students be allowed/encouraged to practice as much as possible. This helps increase speed, quality of work, skills making them more employable.

This seems like a very fun part of teaching. Reading this module was very informative and gave me great ideas on how to prepare for classess. This is my first time as an instructor so this will be very helpful as I prepare for my next group of students.

I prefer to do a demonstration on day one of the class to illustrate a new technique that students haven't been exposed to yet. This excites them about wanting to learn.

I like the idea of group learning, it can help bring out shy and withdrawn students. Groups can help students help students and a feeling of belonging.

How do you create tests? Are there test banks at your school that you must use?

It has been my observation that there is widespread use of "test banks" in the career colleges. The test banks are provided by the publisher of the textbooks. Instructors also draw from other sources. Some programs are writing their own tests. One big problem is content validity. The tests are really supposed to match the course objectives. Sometimes instructors simply "teach to the test" in so called "reviews" in order to patch over the problem and avoid post testing riots! Professional teachers know that "teaching to the test" scientifically skews the results. It is better to discard questions post test based upon statistics. (Of couse one can argue that it is better to throw them out before the test is given.) David Leon Cooper, MS (Ed Adm)