Goals must be explained to the students both in the begining and towards the ends Objective should be reasseed at the end of the course. If possible student survey should be based upon some of the objective which students should have accomplished.

For discussion's sake, I'm going to play devil's advocate here: while it is all well and good to accommodate different learning styles and to assist and encourage students with learning disabilities, I would argue that there are some students whose ambition outweighs their ability and potential. While they can, with great effort and time, learn the same materials as their peers and perform the same tasks at them, once they are thrown into the professional environment and these educational accommodations are removed, they are at a great competitive disadvantage. And, having (most likely) paid for their career educations with student loans, they are now tens of thousands of dollars (or more) in debt. For them, all this accommodation and encouragement we are giving them is, in fact, doing them a disservice. In short, higher education is not for everyone. Thoughts?

Some student don't answer question because they feel afray that the answer is incorrect and other students look them as not potentialy efective for the corse activities

The best way to obtain goals in your instructional procedure, is when you use a syllabus language before you start your objectives and presentation to the class

There is another aspect of working with language/writing issues that, working in an urban environment as I do, I encounter on a regular basis: the student who is a native English speaker, but whose spoken language is so far removed from academic, business, (so-called) proper English, that they can, for practical purposes, be considered an English as a Learning Language student. It could be persuasively argued that, in order to succeed in an academic setting and in (most) professional environments, they will need to learn the English language anew. The instructor must impart unto them the professional jargon and technical terms of the profession they teach, certainly. But is it the job of, say, a foundation-level visual communication instructor to get the student to change their very speech patterns, verb conjugations, inflections, and remove much of the slang and many of the idioms that, while common in the sub-culture from which they hail, will very likely impede communication with future clients, vendors, employers and co-workers?

As a Instructor at a technical institute,I have found that the addition of music during lab, relax's the pressure the students feel attempting to complete them by the time alloted.

I have my student teams compete for engine assembly time and ,of course, correctness and function. They really pay attention during the lectures.

Has anyone used a flowchart for their course outline? And if so, what did you find to be the advantage or disadvantage over a standard outline?

very challenging but rewarding

Does anyone have any fun ways to perform a review for the test that involves everyone and not just the one who know the material

Because always dress as a professional the instructor create a enviroment that everyone respect and make all be in an office area

Always is important send the correct info to all listeners, because they attent went you make a good history of your exposition

Through my years I have seen many so called 'good role models' who are only good when they are in the classroom, or the boss is watching. I'm not saying they should stop swearing and yelling altogether, but could they at least do it where the students aren't watching? A real role model should still be a role model when they leave the class room.

Of a class of about 40 and another of 20 what's the best and easiet way to keep up with grades.

Some student aren't alway approachable, how can one get pass the student attitude and help them anyway?

What a good way to introduce new students to material that older student have already learned without lossing the old student attention.

Some students are attending school simply because they are force and don't hold a desire. What a good way to motivate this students

I feel that this is important for the classroom because children as well as adults learn through example. Being consistant over a period of time reinforces behavior and a positive outcome.

I try to break the students in pairs or small groups to do short in-class exercises. I have one student who refuses to work with others. When I pair him with another, he takes total control therefore prohibiting the other to participate. This is particularly difficult with a less confident student. Any advice on how to handle the "controlling" student?

When I use random assignment for informal groups, I like to be creative and use other than numbers. I am lucky to have Dollar Stores in the area, so sometimes I buy pencils in assorted designs and have them draw. Or organic lollipops and separate by flavors. Once I used favorite Halloween costume categories: scary, historical figures, occupations and so on. But in that particular class, I already knew that everyone celebrated Halloween. Not everyone does so the last suggestion is not always appropriate. I work with creative students and out of the box random assignments can be mini ice breakers in themselves. I am curious to know what else people have done.