make students feel that you are available to help them. never talk down to them, they are here to learn

One thing I would like people to be aware of is the impact of body image in job performance. As the past lesson made us aware, movement and "floating" is important in "claiming the classroom." I wonder how many of us are aware that many women can feel more self-conscious about movement? Studies have found women "self-objectify" (see themselves through the eyes of others) more than men, and this can actually impair their motor functions. I am sorry I don't have the studies off hand. I am bringing it up because it is not always as easy as learning new physical scripts in the classroom. Sometimes it is necessary to identify and counteract negative social influences that are at the root of our discomfort.

I am a new instructor for a course designed for 12 weeks that because of holidays this fall is shortened to 10 weeks. I am having trouble fitting in all the material without overwhelming the students. Also, the material I have been given for the course is generally in lecture (powerpoint) format. I would like to find other activities that could be done in class to facilitate learning, besides lecturing, but I am quite short on time and creativity and am feeling a bit overwhelmed myself. Does anyone have any suggestions?

Many students with a disability have succeeded in my classes with positive results. Example: I had a severely visually impaired student in a graphic design class. With extra time, he did just as well as the rest of the class.

Teaching in an urban environment allows instructors interaction with a wide variety of cultures and language. Useful in open discussions in the classroom.

When teaching a course in Leadership Development, I discovered that students work well together by allowing them to be in charge of a specific project delegating within themselves what part each student will perform.

Pacing can be very challenging and needs constant revision because students learn at different levels.

Motivation. Without formal test what is the best way to convey to the student that they gained from lesson. The instructor may realize that the student progressed. The instructor may praise the student but the student does not have a feeling of personal accomplishment.

Many students learn in ways that are different from how other people of the same group learn. It takes an experienced instructor to figure out these differences.

While certainly a dynamic and sensitive spoken communication style in the classroom is key, to often I see instructors underestimate teh importance of there written communication skills. Whether in lecture slides, assignment sheets, syllabi or email's, they let shoddy grammar, spelling an punctuation slide. While its often lamented that today's young students lack the ability to rite in proper english, certain errors scream out, and at least one student will always catch them, even if they don't always point them out. At tat point, the instructor looses credibility and the weight of authority in correcting similar mistakes in the students' work. Like in the above two paragraphs, where I intentionally left multiple word-usage errors, misspellings, misplaced apostrophes, and ironically failed to capitalize "english" (and yes, the typo in the subject line was intentional, placed there as bait). Hurts to look at, don't it?

Focusing on class. Many adult learners find it hard to focus on class. Life issues such as money, family, and career change can take away from learning. What are some of the ways to keep them on task?

I heard from the Sadkers that did research on gender interaction in the classroom that instructors need to allow at least 10 seconds for a response to a question. I notice when I ask a question and the students do not respond immediately, it is my impatience and discomfort that diminishes the learning interaction. I also know there are students with an introvert style that need more time to process information and formulate a response and that they are often silenced when the extovert students speak up quickly.

One of my "courage to teach" moments was when I took a formal learning styles inventory and had an aha moment about my own learning preference and then thought about that application with students. I thought I had been inclusive of all learning styles yet realized, I needed to be intentional in my course design. I believe I became a more effective educator as a result. I want students to be aware as well since in their personal and professional lives they must be lifelong learners and knowing one's learning style can make that learning easier.

My students generally come straight to school from work. It is vital to the learning process that students have the opportunity to relax and clear their minds prior to the start of class. I will definitely implement the relaxing music and use the colors to decrease stress and promote healthy learning.

I find it extremely difficult to give students practical exams as a culinary instructor. For example, I have to test a student on his ability to make Hollandaise Sauce, and the test may be only the second or third time he has made it. If the sauce is a failure, I have to grade him accordingly - even though he may know the technique. I think this is unfair testing but I'm forced to do it. Any comments?

I've found that students are now so accustomed to multitasking, that it is sometimes difficult to find the right pace to keep them stimulated.

Ford doesn't allow us to modify any of the training modules. They have them set the way we're to teach it and that is that!

Are assesments are very easy. They can or they can't do the skill required for the certificate.

Ford provides us with many different questions to engage the different type of students me may have in class. Some are show me on the board, example from a group of training aids etc.

Most of the students we get here are hands on learners. They have been around cars and that is why they choose this course.