I'm a big fan of questioning as a learning tool but I find it not quite as effective when using an interpreter. It slows the class down even more and the interpreter has to be carefully trained on how to deliver the questions...they tend to try to hard to explain and are uncomfortable with long pauses. Any suggestions on how to better implement questining thru a terp?

I was recently hired to teach a class I've never taught before in a non-traditional teaching environment. A week before the class began I was given a textbook, a broad scenario and weekly student tasks posted within the course, but no lecturing tools. Within the task list for each section were topic suggestions to base each lecture. Any suggestions or comments on how best to approach lecture preparation are welcome.

I'm not sure where this topic belongs but here goes- I teach non-western students overseas but only have them in the classroom for 1 to 14 days. I find all cultures are familiar and comfortable with a lecture but not so with more interactive discussion types environments. Many students are concerned about loosing 'face' in front of the class; others will carefully avoid challanging any remarks from their 'superiors'; some cultures do not value timeliness (in attendance) and etc. any suggestions/recommendations for increasing group discussions?

Today I taught a lesson by breaking down the techniques using the technical techniques of each item and putting it together DIFFERENTLY,I still had each component of the dishes I prepared just not biult the same.I stayed true to the preparation technique,This showed the students how to take a classic and put a twist on it staying true to the classic technique,The students loved it and payed more attention to it.I beleive because it showed them how to take what they learned and use it in real life.!!!

I'm in favor of providing the extra exam time, even if there's no clinical learning disability but simply a desire to be thorough. However, if 95% of the class is done and you're allotting extra time for the other 5%, how do you occupy the early finishers without disturbing those who are still taking their exams? Personally, I schedule tests as the last activity so that I have the option of dismissing the early finishers without affecting the remaining students.

Learning how to teach is challenging and rewarding.

Asking questine engage the student thinking and help them understand the topic .

I find it very difficult to use methods of delievering material that i myself hated when I went to school. I remebmber that other students did best with some methods used by professors, but I was merly looking for the traditional lecture. I am trying to deliever otherwise because I know my students need it.

This is my 1st time teaching. Really wish I would've done this course BEFORE I started, it would've made all the difference! I now realize it's my lack of structure in assessment that has them really lost. I am striving to correct this to salvage the quarter, but have already lost the respect of my students.

In conjunction with the topics discussed in this training course, the makeup of the class is a necessary consideration with creating an assessment. While an assessment is a measurement tool, the improper assessment can set the student up for failure.

Although we as instructors have instruction about learning styles made available, we are currently not conducting any surveys to learn the how our students prefer to recieve information. In your experience, have you seen or experienced resistance to the introduction to learning preference surveys where they are currently no in use?

I have a question. I have a couple of students that I suspect may have learning disabilities and are unwilling to ask for assistance. How do you assist these students?

In the career college I teach at, I find that we have students in our classrooms that are on different levels, across the board. What are good suggestions to bring everyone to a level where we can learn together?

The school I teach in doesn't have a lot of diversity. How would you recommend creating diverse groups? I often number off so that people are forced to work with people they don't always talk to, but it can be difficult when we have small classes and everyone seems to be so similar.

I will admit that I am not always great at using the entire classroom, but definitely see the value in covering the entire classroom - or floating. If I am concentrating on a certain item or writing things on the board, I find that I end up staying close to or near the front. How do you keep yourself moving around the room?

How should a instructor maintain motivation in a classroom where students are at very different skill levels? For example, teaching a software program to several students who are very computer savvy. One student not so much, there is a lot of frustration.

I have found first day is always an anxious time for both instructors and students. I always try to get the students to loosen up by introducing myself a bit and my history as a design instructor and why I became an architect. Then I ask them to introduce themselves and ask why do they want to study architecture? Many students have common backgrounds or motive and stories on how they got to the class and this helps establish a common ground between all of us as we are all on the same journey and I am their guide more than their instructor. I then ask for a volunteer to draw a specific object on the white board we then discuss as the idea of the object in terms of design qualities (not drawing abilities of the student). The student then hand the marker off to another volunteer who then modifies (or draws a new object) from all the input that was received in the dialogue. This gets the class not only speaking but also thinking critically about the issues we will be discussing throughout the semester.

I've been teaching for about 10 years now and one habit I can't break is cutting off the students before they complete an answer. I don't always do it but sometimes..... It is not malicious, but often the students answer will set off a new idea for me and I'm asking a followup or discussing the idea before the student finishes. I have tried to break the habit but without success. I often find myself at break time talking to the student and making amends. One of these days I'll figure out how to stop without forcing those long pauses where you then realize they actually were done 20 seconds ago.

You have to choose your teaching methot to fit how the student retain the information you present to them.

Function and presenting yourself professional--working on getting a student to come forward in responding to the subject.