I am a great movie fan, and I believe that there is much to be learned in terms of instructional style. I cannot help but think of the Vito Corleone theory of management in the movie entitled: The Godfather. What movies do you feel are important? Donald L. Bruesh

What is the best way to keep an ADHD student focused and on task during a project based lesson? The student(aldult learner)is disruptive to the entire class. I try to keep the student focused but in doing so I do not want to give the impression that I'm on the students "case". Any pointers would be appreciated.

Some subjects, such as the visual arts, make teaching in certain modalities seems almost natural (and, of course, I acknowledge that my own learning-style-based bias is showing in that statement); to teach the history of visual arts in a kinesthetic mode seems, I don't know...forced. Or pehaps I'm not clear on how teaching the subject matter in a kinesthetic mode would work. The course material mentioned taking the classroom to a new location, throuwing a ball while studying, chewing gum during lecture...in each of these cases it occurs to me that the lecture, reading and lecture (again, respectively, are still the primary teaching method, and that the "kinesthetic" activity is secondary at best, and doesn't actually changer the presentation of the subject matter at all. Nothing against kinesthetic learning per se, I'm just not clear on how one presents art history, for instance, to students beyond showing them work, talking about said work, and presenting texts on these works. You can't eactly let students go and touch the Mona Lisa.

How do you best address students whom bring food, drinks, bad attitudes and texting during class?

Be organized and manage your time.

Make learning fun, exciting, and meaningful.

Use the instructor resources to provide a guide.

I find it more egaging for the student to "step out of your comfort zone". getting out from behind the desk or podium will help you reach all students and in turn keep them focused during lecture.

I have found the need to change student groups on occassionally. I agree with the module and try not to, but sometimes it is best for everyone. I find simply exchanging a few students here or there can make them stand out as a troublemaker and does not work well. I completetly redefine all groups with all students. This puts everyone on an even playing field and seems to work well.

What is the best practice as far as learning style??

What will inspire a student to be their best?

These things work the best when we encourage students to ask for advise. Instead of butting in.

Identify class leaders but don't let them get a big head

When lecturing, don't stand still or worse sit down!

It is importaint to use up to date technoligy in todays classrooms

What is a good way to keep the class more involved as the class goes on. I teach and evening class for 3 hours and want to be able to keep them engaged the whole time.

seems overall over the last 5 years Ive seen communication on all levels including question and answer decrease. Could this be a part of computer text message culture.

I wonder if the process of "thinking" and "learning" is changed by bringing technology into the classroom. In some ways, I can see the positive aspects of more current and available information as well as another way of effectively delivering instruction to a student. Something is missing. Maybe it is just the balance of learning leans too heavily toward the technical side. I am having a difficult time putting my finger on it but what about the interrelating skills and team activities in learning that went on before computers. Being an older teacher, I am able to view the change. Am I thinking the wrong way if I am wondering not only am I teaching skills and knowledge but also conveying an attitude toward learning when I teach?

I usually present demos by having everything laid out so the student can see if they have the correct tools and ingredients for the task. When doing the demo I breakdown each step and ask questions before moving on to the next step to make sure they have retained the info. During demos I also talk about points made through lecture prior to the demo.

When introducing myself and explaining my background, I always make it a point to let them know that I was in their shoes. I understand the feelings and nerves that they are going through and that its a human reaction that is to be expected. Trying to calm them with a joke or a walk around to give them a tour of their new kitchen usually seems to put them at ease.