Real Life Experiences are always best to use because students feel confident if you have completed your learning experience they can too. This gives them encouragement to stay focused.

When forming student groups you should always try to match student in a diverse group. This gives students an additional skill working with students from other cultures. As our organizations become more diverse, it is critical for students to learn about to work in our diverse economy.

I like to keep eye contact with my students. I believe that it makes them feel that i am talking to them on a one to one basis, makes them feel special.

I think that when we are not sure of the class content it is difficult to move around and work the room. Making sure there is a comfort level with the information is important for the instructor. Using different methods throughout the lecture makes it easier to move through the room.

The lessons in this course have been quite enlightening with regards to the various learning styles...tidbits like the fact that kinesthetic learners will be more like to encode information along with emotional cues, for instance. Fascinating. Have there been any studies attempting to map different learning styles to different demographics: gender? socio-economic? Ethnic or racial? Sexual orientation? Does an individual's learning style stay consistent over time, or does it tend to change with age? If so, what styles tend to map to what ages?

How we deliver our material is the most relevant to our instructional capabilities. We can be prepared as much as possible and fall flat on our face when it comes time to delivery. Be confident. Know your material backwards and forward. Make sure you are updated on current information. To ease into the first class, review the polices, class ohjectives and most important, your expectations. Every instructor has a pet peave. Mine is following APA wiritng style and putting your name on every assignment. By covering these initial goals, you will feel comfortable, once again, engaging your class. As the next session begins, talk about what it is you expect the class to learn and how you will go about teaching. Make it fun and entertaining. There are many techniques which suit each of us. Follow your heart and the elivery will fall into place.

A smile breaks the tension. Be in the classroom, dressed appropriately. Be organized. Talk with students one on one. It is not about you, it is about the students. Intorduce yourself and explain your background. Reinforce the fact that you are there to help them suceed. Reinforce that you are therre to learn with them and from them as they from you. Next, insure everyone is in the correct class. Explain teh objectives and how you plan to help them absorb the material. I frequently explain my teaching practices and this relaxes the students knowing they will have fun learning. Thirty years of experience is hard to roll into one expanation. Learn from yourself and improve each and every class.

Knowing your material comes form age, wisdom and experience. After 30 years, I still need to update my skills and prepare as if the class is brand new and I am teaching it for the first time. This process keeps you sharp and prevents the rote and boring lecturing. Positive preparation, as I call it, is necessary to make each and every class exciting and interesting. Remember, it is the the student's class.

I have sat in classrooms and been bored. It hasn't been that long ago. Now it is my turn to make the material exciting...to be excited. Show enthusiasm each and every class. Never have a bad day. treat everyone with dignity and respect.

Ensuring that the classroom is set with the proper tools is the key for success. Providing the students with real world information regarding the topic captivates their attention.

I have one student in the classroom that just doesn't get it. I spend a lot of one on one time with her while the rest of the class is working and I just feel like she doesn't get it at all. what does one do in this case?

On line classes are mainly expository lectures. The online campus does not lend itself well to an interactive lecture. Although the instructor can be innovative, bio-directional communication is difficult. The technology is not developed to create an open two-way classroom discussion. Online is generally a one way communication event where the instructor speaks and the student types back. In many cases, the dynamics of active communication is lost. What suggestions are there to develop an interactive online lecture?

Knowing that you are ready and know how to delivery what you have prepared. This was a great module and I learned a lot.

I feel this module helps me to understand my role as a instructor and how I can keep the students motivated and myself too.

Syllabus are much needed in order for the teacher and student to know what is expected from the class day 1.

It's been a long time since I have been a classroom and I'm seeing in my first module that I needed a refresher training.

A soothing color on the walls can make a difference for the student's learning. I like to have my classroom a soothing blue to put them in a relaxed state.

I am starting my first class on Monday. Any good techniques to successfully captivate the students on their first day

As was brought up by the moderator and participants (in another discussion in this forum), too often online learning ignores some of the learning styles and multiple intelligences of its students. One could argue that even this course in which we are all participating could apply to even more of them than it does(although the thinking breaks, quizzes, and good ol' Max Knowlton do mix it up from time to time). So how could we get online learning to work for the kinesthetic learner? For the auditory learner? For the emotionally intelligent? For the existentially intelligent? And so on... In short, how can we revolutionize online learning to apply to all learning styles and intelligences?

I teach psychology, and I'm curious if anyone has any effective techniques for relaying difficult concepts, models, and theories, which can be quite abstract, in a fashion that suits a kinesthetic learning style? In other words, how can we translate the abstract to the concrete and make the learning process suit this type of learner?