I once read a quote that I can now only paraphrase; What you learn with pleasure you learn forever. I try to make each student's learning experience fun, relavent and enjoyable. We laugh, we play, we build mnemonics to enhance memorization and we debrief by applying what was learned to the profession the students will enter when done with school.

My classroom is big and painted tan with black and red trim. We have given the room some character by hanging huge posters on the walls. The students have responded more favorably than when we had student art on the walls.

It is true that "only what the student creates is actually learned". As an instructor, I feel it is my job to guide the student to create their success.

My experience has made me a better instructor, I have had students that when they came into my class I put them into a slow learner catagory. When in fact they have proven me wrong. Given the proper approach and the excellerated learning techniques I have learned, Only what the learner can reproduce has been learned, Hands on, auditory, visual, stimulation throughout all demonstrations. Demos done Instructor led Student performed demos. Entire class open to questions and movement to gain better visual of projects.With all of this I have seen more success with my students as well as less damage to training aids. The funny thing is how often that prejudged student jumps up to shine in the class.

By giving students the expectations and goals you can relieve a lot of the students anxiety and apprehension. It helps develop a professional relationship with the students.

Keep students interested and motivated by finding relevance. It allows students to become more familiar and relate to a topic.

Be prepared and organized. Classes beginning immediately allow the instructor to cover all the material necessary in the given time and it allows the students to focus and develop a routine.

Keep students interested and motivated by finding relevance. It allows students to become more familiar and relate to a topic.

I have found that students really like to see the not so common things that happen in everyday practice. While teaching imaging class I have found that while teaching the students to critique x-rays its fun to throw some of the unusal things in with the ordinary everyday. By mixing it up and making learning fun they seem to retain the informaion better and for longer time period.

I think a variety of assessments are critical to accomodating the learning styles of the students and do not give an advantage to students who are simply better test takers.

What is a good range of "just enough and on target asssessments" for a class?

When teaching an online course it can be difficult to switch up how your content is delivered. You can accomplish this by assigning group projects or introducing different forms of technology like prerecorded messages to your class.

It is important when you meet your class to let them know right away that you are approachable and there to help and guide them through the class.

It can be hard to facilitate a class if the text your are using is not one you have choosen. If the text is dry you need to find ways to call out the key topics/learnings for the students to help them get engaged.

If you tell your students that late assignments are not accepted you need to follow your rule. As an instructor you will inevitably get a student or four that miss a homework assignment and want to turn it in late. It can be hard to tell someone that you are unable to accept their assignment even though they had some issues but it is the right thing to do.

How do you choose which material to focus on when you feel certain material is more important that other material when in reality it is all important because the material is inter-connected?

I teach a traditional class in a college that is geared to more hands on approaches toward tech and fashion. What are some ways I can get students more interested in a class that is very general a broad as far as content without having to dive too deep into the topics. The class is political science and to be honest, a class each term could be taught on each topic in poli sci.

On the first day of class, it is obvious who knows who based on who the students sit next to in class. How do you propose to use the influence that the "cliques" have on each other for good performance in the class?

I have found that a short answer quiz each week allows the business student with some factual content. At Mid-term and at the final I use an essay format to expand their thoughts after a series of short answer quizzes.

I am a big believer in CAT's after I used this technique recently.