Finding creative ways to engage tactile learners is always a challenge for me in my writing classes. I was pretty excited about this activity so I thought I'd share it with the group! In order to demonstrate a strategy for how to write and organize a compare/contrast essay, I brought in apples, oranges, and sticky notes. I gave each student an apple and an orange, and had them put five sticky notes under each fruit. Then I had them choose five points on which to compare the fruits. I explained that they could do pretty much anything they wanted with the fruits -- smell them, taste them, touch them, drop them on the ground to see what sound they made, etc.; the point was for them to gather detailed information by closely examining the subjects. They filled out the sticky notes, then arranged the notes into an effective compare/contrast structure. The practice essays that resulted from this activity were fun, interesting, and well-organized; I think my students appreciated working with concrete objects instead of ideas for a change.

I have always struggled with the first day of class, and often chose to go the "tough teacher" route of seeming very strict and no-nonsense. I decided to take this approach after dealing with a very difficult class of high school seniors, figuring I could always lighten up later if I could see that the students were going to be well-behaved. I love some of the ideas everyone has posted, especially the topics about ice breakers that really could be fun. Thanks!

it is always a good iead to make the whole room the area to lecture in and it gives you a way of seeing how the students are reacting to what is being said as well as seeing what they are doing. I also give them a short break like tell a joke or asking them what they think about the topic.

I know everybody learning abilities are different some hands on , some can read the material and have no problem. How do you effectively step aside and help the ADD student without offending them are other student who may think you showing favortism

I found that for some students first impression can really motive them when going over the sllybus especially if games are involved but,you still have to deal with negative adgitators theirs always one,which starts another student.(adults)I know Some students that do this can be unhappy and wants someone eles to be unhappy with them ( misery love company )how do you nip this in the bud before it get rooted and still give a great first impression .

I found that planning and preparing for class is great.Your teaching and everythings going just wonderful then all of sudden the students cellphone start competing with you,rules are posted how do you compete sucessfully ?

Ifound that at the beginning students seem to be very motivated because their excited and everything is new,grades and attendance are fine. How do you keep motivating time and time again?

I'm a new instructor in the clinical arena for nursing students. I have to be very creative to provide the students with great learning experiences in a facility that limits how much hands on care they give to their patients. The students are at this facility for 8 hours. I give them assignments pertaining to their particular patients, I spend time with each student so they have opportunities to give me a report on their patient and ask questions...,and I meet with them as a group where we have a fun quiz and where we discuss different topics. Any suggestions how or what more I can do to keep the learning experience growing and students motivated?

Recently I've been trying to engage my students in a class-wide discussion of the writings on various topics. In order to create a more comfortable and equal environment (one in which I'm not necessarily the authority), I've been sitting down at my desk and acting only as a moderator. Has anyone else tried this, and what were the results? So far, my students have been responding well, which means that more of them are talking, and they're talking to each other. They're not just giving answers, they're discussing ideas. (And this is just the thing I'm trying to encourage.) Any tips?

I am only in my third quarter of teaching but in that time I can really see the difference in learning styles by the comments I get from my students. A couple weeks into the quarter I always ask a few questions about how I am doing and in those answers I can see if I am reaching everyone or if there is a way of teaching I have to change.

How can I adapt a class that is requiring a certain level of knowledge with a computer program when it was installed late in the quarter and doesn't work properly?

Is there a 'best' way to learn a foreign language regardless of learning style? "Rosetta Stone" has been mentioned but is that not auditory?...and are there better or a combination of ways to learn the language?

I find that by using different types of examples for students not only helps them remember the content, but also gives them a chance to learn me and other students in the class. In addition to giving students examples on the materil myself, I also give them a chance to think of an example and share it with the class. This helps them remember the material in a more significant way since they are able to make a connection to their own life.

The accommodations listed in module #4 can be beneficial to instructors with or without students with learning disabilities. They actually are terrific ways we can be helpful to all students in terms of facilitating higher learning. There were several great hints on keep the students focused on key themes.

A few years back (after 20+ years of teaching) I decided to try a 'radical group formation' technique. I told the students in my class on the first day that for one of the group assignments we would form groups based upon class ranking. The class would be ranked by grades and then starting at the top the first four in a group, the second four in a group, etc.. The ultimate goal here was to force the 'bottom feeders' from riding everyone's coat-tails. If they wanted to pass, they had to step up to the plate and hit the ball. (WOW, how many analogies can you fit in two sentences?!) The end result was amazing... every single group over-achieved for their 'rank'. In fact, the bottom half of the class scored high C's on their projects... more importantly, they actually learned more than they would have had they been pur into normally distributed groups. THEY HAD TO DO THE WORK FOR THEMSELVES!

I very much agree with Module 3 that it is very important in career colleges that we start with the big picture. It is then that we add concrete applications and repetition to increase student comprehension. I find that most career college students ask "why is this important to me" more often and for good reason. We need to welcome those questions, utilize application of concepts and motivate retention of the newknowledge or skill.

I found two pieces of Module 2 to be great reminders to me in regards to classroom monitoring: 1] If you see distracting student activity - it is best to move to that general area of the classroom as an indication that you recoginize it and your presence will often cause it to cease, and 2] Remembering to not let an individual consume excessive amounts of time in your classroon to the point of frustrating other students and causing them to disengage. These are excellent points.

I teach a 6 am class - what are some easy ways to get students motivated at the beginning of class since some are still half asleep.

Hello, just want to get some feed back from all of you out there. I experienced last term two of my student come to class under the impluence of Alcohol. I dont drink, or not yet experienced being drunk, so I dont really know how they feel, under the influence of Alcohol or drugs? How would approach this tyoe of Learner? I try to talk to one of them, and he wen "ballistics' on me, that I have to take him to my Dean for councilling. Just want hear you feed back?

Recently I experienced multiple Challenging student on my class. Constantly absent, late, and argumentive in a class. Negative mind-set. How would you approach this type of Learner?