To Model, Motivate and Manage. I though these were great rules to follow. I started my first class by modeling what was expected. I motivate by showing them hands on demenstrations to follow and know that they are going to be doing these things on an every day basis. I manage by helping each student and making sure I meet all their different learning style needs.

some students seem to be disadvantaged, not because of a learning disability as such, but rather because they have not been held accountable in previous educational classes and they are not prepared and ready to participate in the class subject they are enrolled in, holding hands and baby sitting has been getting them by so far and they expect this to continue and be giving a passing grade earned or not. trade schools are no exception to this.

Teaching culinary Arts I always try to reinforce professional terminology.

It is very important that all the students get involved, individual groups do make a considerable difference in what the students wiil come away with

I believe classroom movement is important to maintain control of the room and also to keep the students more ingaged. If I move around the class I can see students from differetn angles and will notice if one of them is being distracted with there personal electronics.

I had never really thought about the use of CATs for giving the students more information about where they were at in the learning process. This has really given me something to think about. I am willing to bet that this may even alleviate some of the testing anxiety that some of my students experience. Hmmmmm?

It is important to know the learning styles of our student to assist us in the planning course and deliver the material in a way that the students can most benefit. The learning styles affect how a person retains information, acts in the class, solves problems, shares in groups, etc. I had to learn these same learning types for several classes in college, but I think the repetition of it and learning them from a teacher’s perspective only enhances my base knowledge of the subject. I hope that, although I am an online instructor, I strive to touch on all types of learning mentioned in this module.

When deciding which chapters or sections to include in the required reading, should one always strive for a mixture of theoretical and technical?

I have instructed as a part of many organization. Commonly what I find, is that test questions sometimes do not have anything to do with the actual knowledge the school wants or appears to want students to leave with based on the sylabus created by the coporate entitiy of that organization of learning. It is my belief the tests and instruction given should be very closely related to if not exactly in line with the expected outcome of the school, not an instructors idea of what it should be. Instructors must have the ability to determine how to access and test, and what would be affective, but not so much freedom to change the actual content or learnining objectives.

I believe that somewhere in the assesment process there should be some process by which an organization or instructor could be able to determin the willingness and not just the ability of a student to learn. Many organization throughout the country use federal aid for single parents for example, or many students go to school to please parents, etc.... If known ahead of time, a special method could be incorporataed with those already discussed to draw these students in as well, therefore providing even the, "not so willing to participate in the learning process" the best available processes for learning and assesment.

Just a note, I feel that Faculty and Instructor appearance and attitude is very important in this area as well as in other areas such as student involvement techniques. There is almost always an understanding of who is in charge in the classroom, however if students feel as though they are a part of the learning process for themselve and for others they are much more likely to participate. Attitude of instructors needs to be inviting and approachable, more like a Qualitive Management Program, where everyone feels they were a part of the final product, in this case, learning.

I think that atopic that could be added/ or technique if you will is this: When asked a question, I think it is important to restate the question so that you make sure all students hear and understand what is being asked, and after answering the question, restate the question, annswer and ask if that answers the student's question. I have used the method and it appears to be a good reinforcing tool when used correctly.

By employing proven methods of assessing student knowledge, and sometimes experimenting with new methods, instuctors are sure to be using reliable and valid knowledge and application assessment tools.

My first impression to my students is introducing myself and my experience in order for them to understand why I was hired to be an instructor in the first place. Due to my age, some students assume I am not seasoned in my field.

I believe that my favorite and most attention getting instructors as a student were those who walked around the room and maintained great eye contact... It helped with my attention span. Also tell a joke or two really helped to keep it interesting.

I think I am able to approach most learning styles effectively because I learn in multiple ways

A lot of comments are made about how young I look. I fear that this may distract students from learning as well as decrease my confidence in teaching due to their reactions. I am a new instructor in the field of nursing; however, I have a plethora of experience in the field. I would appreciate any tips from leaders whom may have experienced this so that I can overcome this hurdle early on in the beginning of my teaching career.

I understand how important to prepare and deliver an effective lecture.

to make a positive impression is very important

I an always trying to talk in privat with students who have a some kind of problem in school and in the family.