It is really importan for an instructor to have a good working knowledge of the topic being discussed. As I observed in my experience, the students will gauge the instructor, speaker or lecturer on how deep their knowledge in the subject metter before they start to listen and become receptive to the information given. I liked the way you presented this course and it helped me a lot. Thanks.

The idea of beginning a class with activities that are based on the whole experience rather than "pieces" of learning makes a lot of sense. I have practiced this but never read the theory. This learning encourages me to do this more. Margaret Bennett

Using examples in lecturing in teaching is a very good way to involve student in communicating. Once a teacher teaches a point and then uses an example as a way of making the point, students can then think of similar examples. In this manner the point taught is related to some experience the student has had. Therefore, making it relative to the student. Joshula

This appears a benefit of transforming sizable sectors of the conventional classroom by attaching large scale or sizable objects, or two dimensional display items as to cause encounter by the students, possibly in a secondary or more passive, but still influencing the effect of retention.

The longer I teach the more I am inclined to emphasize each students' strengths, and ferreting out their individual learning styles, versus dwelling on their weaknesses. I am finding that because of this the 'Pygmalion Effect' is maximized. Students who came into my design or sketching classes doing poor work are beginning to do some very good or acceptable work due to encouragement and praise. I would rather be remembered as the instructor who spent serious time with each of them one-on-one and helped them get over their sometimes self-inflicted hurdles than the instructor who made the classes so impossible and unnavigable for them that either stopped attending, were frequentely absent or failed due to lack of improvement.

I find that requiring a combination of methods for both project based deliverables from the students along with combining my delivery methods really helps reach everyone AND also exposed students to a variety of ways to engage in the material. This is my preferred method of conducting my courses. For example, I will hold a topic discussion after speaking directly about it including some visuals that spark conversation and feedback. For the student work, I will require something visual with something written (wometimes formal, sometimes more informal), and also have them prepare to verbally discuss their work to the group. This provides everyone the chance to excel, learn and be exposed to basic requirements of any field they are preparing for.

I am new to this field and have found this module to be very helpful in basic teaching skills. I have several classes that overlap in time (with some students just about to graduate, and others coming in as new students and having to teach both at the same time).I have different levels of student learning, which I have found to be quite challenging and complex. I am trying to find my way through this difficult instructing method and would like to know if anyone else has the same issue, and how they dealt with it? The business college I teach at focuses on getting the students in and out so they can get a good job quickly. Therefore creating this overlapping schedule.

This chapter focus on time management and preparing for day. If a thorough prep was completed one should have no problems with the lesson and holding the students attention.

After completing this chapter it has brought an important question to the table for discussion. Are we really ready to be a role model. It is so important to look at one self and do an adjustment on our life history, focus on the key issues and try to be a guidling light for someone less fortunate.

I enjoy eye contact with students it shows that I want to engage with the students

I try and be positive in class about isssues or topics that students bring up. It always help them see the positive in their problems and focus on solving them rather than dwelling in why me kind of scenarios. They move on soon and feel better atleast for awhile and focus better on the project at hand and how to move forward rather than being confused and frustrated.

I tried the debriefing of a field trip we have taken after I did this part of the module. It worked out really well and students point of view was much different from what I had expected. Overall it was a fruitful experience. I am going to continue to do that in the future.

Are there any learning style assesments you'd recommend for the first day of class?

by sharing your own emotions as an instructor,you're preventing a reptilian reaction, you suddenly become human and lower down the expectations by becoming approachable. by asssociation showing your true self, putting a real face or context to words you create emotions, students not only become more receptive to informations but they also become more effective in retaining those informations. the question is how far do we want to go?

When I walk into the classroom, I see myself as a Mentor for the students. When I reflect on my college experiences, I wish I had instructors who were mentors - I feel that young students do not necessarily have the skills or the confidence yet to seek out mentors - through such activities as networking...etc. Therefore, I can easily be that for them and help encourage them to look beyond the school for mentors that might more closely match their career goals if what I offer is not the best match.

it can be visual, auditory, kinesthetic with a common objective, but should we also consider the dynimic of an individual learner and the dynimic of a group learner?

I have had issues recently getting students to ask questions and the material in this unit has been excellent in providing me the information I need to promote participation among my students. I was wondering, though, how do you gain participation when there are outside distraction resources like computers and cell phones (for texting) in classes?

For my classes, I try to bring in a variety of learning methods. Not only does it expose the various methods to the students, but it hits on students' preferences. I also design a lot of my classwork to be involved in each of the methods so that students get a fair mixture of all the styles.

using all senses is more than relevant when you are training future chefs. it is important to understand the context and environment a chef will need in order to develop his skills and stimulate his creativity in the kitchen. using appropriate and varied colorful tools in the classroom can only benefit his prodevelopment and understanding of the environment within, giving him a sense of reality and also alleviating the pressure of stress he might encounter during his learning process,or during his career.

I teach keyboarding and MS Office classes with mostly kinesthetic style instruction. The problem I run into is the students can do a specific task, but they don't always know why they are doing it. The book is designed as a tutorial but the examples don't always help the students understand the purpose for the steps. Students will complete a project with 100% accuracy, but don't know why or when they would use it in real life. What is an alternative?