how do you deal with the angry student

is it possible to provide a n environment that apeals to all learning styles

I found it disturbing that you are still using the term disability! most of the issues discussed in this section are learning Differences not disabilities -- I know the fed are still using this term but they are at least 10years behine the research -- I would think we could be more current on the subject!

I prefer to test in mathemtics using multiple choice exams for the sure speed of which I can grade them. I believe that they test at the same lever of rigor as an open ended exam yet I can put my time into going over the results rather than correcting.

I have found that class discussion is a good barometer of when they are ready for the test. Not always perfect as the more vocal students are usually the ones with a better understanding of what is going on.

One thing I am finding is that many students are not prepared to ask questions from the previous weeks homework. The best solution I can offer on this is to post online the work we do on the smartboard so that when they do get caught up they can look at the work we did in regards to questions. Better late than never.

The students need to know that attendance is a big factor at school because the Employer is more interested in seeing that they can be dependable more so than the training they have gotten.

Here is another thing to think about in regards to learning styles. Many of out students are coming back into education with unrealistic expectations. They think school will be one way, but ends up being a lot more of another. A good example is work load and time for help. Some students have a independent learning style and function very well on their own, where others lack confidence and expect a lot of one on one time where it is not logistically possibble. This is a difficult one.

As teachers, we have limitations on the miracles we can perform. Students need to help themselves as well. I have students who are definitely challenged, and yet, when I offer them extra help/tutoring, they do not take me up on the help. On the other hand, I have students with severe learning disabilities who have succeeded because I've worked with them. They have been able to tell me what they need and how they need it. Part of teaching is being creative. However, I believe that all teachers need to have extra classes and extensive continuing education to update their skills in dealing with student challenges. Remember, a disability for a student may illustrate your own disability as a teacher. Reverse it. Try. Learn. Teachers have to be active learners as well to be effective.

I was teaching at a high school in Detroit, and in order to increase student reading, I stocked my own library in the classroom with books that were on the banned book lists. When students found out that the books had been banned, they were excited about reading them. And some of the books were banned for things that seem so innocent now, that the students had very intelligent conversations about how the banning of the particular book was uncalled for. I added books that students requested (after reading them myself), and I made sure to balance the books between fiction and nonfiction. It worked!! And they learned!! And people who did not normally read picked books up and took them home. I even had a few books stolen because the students wanted to keep them...I'll take that from time to time if it means that my students are learning to love to read!!

Yes, the learners in the higher levels of speaking and writing have issues in the classroom as well. I know that we are discussing some of the ELL and English deficient learners, but a chasm also exists between the so-called gifted learners and others. One of the most important lessons that I have ever learned was the simple KISS method. "Keep It Simple, Stupid" is very important to writing and speaking in order to communicate effectively with all levels of learning. Some of my students who have larger vocabularies and higher verbal levels get bored and feel left out because they are being held back in a basic classroom. I have made accomodations for the ELL and learning challenged students. I read tests to them, assist them with tutoring, help them learn concepts through repetition. What do I do to the higher level learners? I mean, they are finished with the assignments early, have less need for the basics, etc. Do I give them more work simply because they understand? As a former "gifted" student, I used to resent this. I was bored, but why should I have more work when others were just being assigned work that I could finish simply? Also, why should I attend class if I could teach myself faster? I think that the high level learner should be considered as well as the more challenged learner. What are your suggestions?

Every class has diversity. Every student is different from other students. My major issue with group work (other than my personal abhorrence regarding it) is the student who does not contribute because s/he is learning impaired. Other students may not understand and be angry if they see this student contributing less. However, they may not be asking the right questions for the student to adequately, positively contribute. As I learn more about teaching, I have been able to sit down with groups who have a mismatch in communication abilities, but what about when the teacher is NOT present? What do you suggest to the other group members who believe that the person is slacking?

Repetition is an extremely effective tool that we have at our disposal. Repetition will help anchor concepts in student brains.

Tutoring provides a dedicted time frame where concepts can be clarifed.It can be an abundantly fruitful time.

My latest communication issue involves teaching in a computer lab. I have too many students in the classroom with to few computers, so I initially started out on a bad foot with my class. I explained that I am trying to get them what they need, although it is difficult. Now that the class size is decreased, I am having a problem with some of the students logging in to FaceBook and various webpages. I continually walk and lecture around the room, and when I see the students off task, I call their name and focus some attention on them. Sometimes, I will do a quick "stand behind them until they realize I am watching them ignore me" or "stare until they realize I am focusing on them and so is the rest of the class because I stopped talking." What other suggestions do you have regarding the management in a classroom where you cannot be over the shoulder of your students all the time? I don't want to smile too much or they think I'm a pushover. I don't want them to stay on the computers while I'm lecturing. Any suggestions?

Many software courses use guided lectures to walk students through the introduction to software. The problem is that when students become accustomed to one type of activity it loses effectiveness. In these cases you have to change things up. It is often difficult to incorporate group learning into these courses and still reinforce learning objectives but it can be done. The trick is to constantly adapt course delivery to the audience.

At my school I struggle with the short 10 week term. I feel as if there is so much content that needs to be covered that lecture often wins out over activities. I would love to be able to do more activities with my students since I agree that they are a great way to integrate what the students have learned in lecture. However, given my subject matter I don't feel confident that students will learn the material through activities alone. I have a hard time deciding what will be skipped in order to bring more activities into my class and that bums me out.

Have you ever teamed up with another instructor? My recent experience has been better than I expected. Although my co-instructor has a very different style than my own, we seem to bolster one another. Where I am weak, she seems quite talented. I have learned a lot about bringing story telling and humor into the class from her and I hope that she has benefitted from our association also.

I try to use as many real-world examples as possible to illustrate the topic being discussed. Each student has different experiences and using a variety of examples helps every student to find one to which they can relate

I have found that there is an art to delivering. Having confidence in what you say, having control of your classroom, and being honest are all part of being able to deliver effectively. Don't be too starchy but at the same time never take yourself out of your professional environment. I am not saying you can’t have fun in the classroom. I believe the students are watching and in many cases, there is one or two that are waiting for you to make that mistake or contradiction or just a little inconsistence so they can call you out.