The more the students understand how they are going to get to where they want to go, the more they will buy into it.

You have to plan ahead, however don't drive yourself nuts. Know your subject, plan for problems and be capable of changing course at time.

During this module many communication techniques were discussed related to face-to-face (f2f) instructional environments. For those of us in the Online environment, the need for quality communication skills takes on an even deeper meaning. Yes, we may need eye contact tips but via video or real time camera but when we cannot rely on eye contact we are still responsible for keeping students engaged and part of a community of learners. The deliberate nature of communication is emphasized in an async or sync environment because we must "reach out" to our students. Some things that must be considered.. How was our email response interpreted? Are we communicating without gender bias since we may not know if our learner is male or female? Will common phrases be misunderstood based on unknown cultural gaps that we can't "see". Are we posting announcements that are clear and concise? Just a few thoughts from a different perspective.

I found that if I offer to sit with a student after class and help them to see how to solve for a mathematical/ medication problem when they finally understand how to solve the problem it's wonderful to see the light bulb go on in these students and their level of respect goes up

Adapting to learning styles of the students will win buy in from the students that would ordinarily struggle. This will contribute to class control.

Students retain and apply more skills from class when the instructors are well versed in the curriculum content and the ability to educate. Having a combination of knowledge, experience and communication skills create the best learning environment for students in the classroom.

Before I visit my classroom ahead of time - Should I be asking myself is it big enough; does it have the technology I need; how can I arrange the seating; can everyone see the board?

In my opinion, effective assessments are pillars in what we do to assess comprehension and understanding. Not only it can help “check” students’ progression but also can reflect on how the information was presented.

Learning assessments are good tools to assess the learning progress of a class; therefore great care should be used to develop their content and reliability.

In my opinion questioniong as many "gray areas" and so an instructor should review/change questions depending on an individual's/group's learning style.

In my opinion an instructor must adjust/change his lesson plans on regular basis to be able communicate information to all types of learners.

I am a new teacher and relatively young when compared to the rest of staff/faculty. In fact, I am closer to the students' ages than I am to my colleagues' ages. How can I project a presence for respect and acceptability so that students will feel confident in the content that will be presented throughout the class on the first day?

I lecture with a power point presentation covering a lot of informatin in 30 to 45 minutes. Then I follow with a class activity between the lectures. I will need to reduce the lecture lenght to hold the attention span of the students, and plan more discussion during the lectures.

using all the different types of questions (except essay) allows you to tests a lot of materail all at one time. this type of questioning is most favorable to testing the student learned material.

the tests that we use are made up of all the the different types of tests discussed except assasy tests. with a mixute of different type of questions you can cover a lot of mateerial in one tests.

quizzes can be helpful to you and your students if they are handled correctly. they should not be an exact copy of the test but should cover the immediate lesson information. this will indentify an area that may need additional instruction.

How can assessments be valid and reliable if teachers can grade tests differently?

Yeah, students will most likely pass if focused and organized, but with all due respect, realistically, most students these days are held down by a multitude of problems which throws focus and organization all awry. Good teacher/student bonding is hard to come by these days. Why is that the mutual relationship between students and teachers, from what I have observed, is usually described as unsatisfactory or otherwise absent.

We are currently teaching one course with a Pass/Fail assessment. It is interesting in that the students either excel in their final project or not, almost in step with the Pass/Fail concept. I think that this is a type of assessment that would not work well with all courses or subjects and seems to be extremely difficult when it comes time to determine a student's grade.

In my experience, I have found that students can get bored with even the most entertaining of demos. To resolve this, I will start a demo and them call upon a student or students to continue or copy my demo