Even though this rarely occurs, occasionally, we run out of time, which can throw some of the course goals off, leaving something to be cut short or cut all together...

I have had several students that I have taken several different approaches with on getting them to listen and to "soak up" the information, yet they still don't want to be proactive in their learning.

Students are able to read instructors far better that what we imagine sometimes. When your personal life comes in conflict it is sometimes difficult to keep out of the clasroom but it is certainly a matter that must stay out. By knowing yourself you can put all other things aside and concentrate on the matters at hand and that is developing your students.

Different Learning Styles? Ideas?

Keep students motivated especially if they are night students.

What is an easy way to make up lesson plans?

How do you instill professionalism into a student?

At my school, students have the ability to log on to the campus portal and submit an electronic evaluation of each course and instructor. The frustrating thing as the instructor, though, is that the predetermined statements to which students simply agree or disagree do not allow for further qualitative responses. So for example, one statement might be "This course was valuable to me." A student might strongly disagree, but that response alone gives no clue as to how the instructor can improve the course. When writing evaluations for students to fill out, it is critical that the response - whatever it may be - be useful in improving teaching style and curricula

When delivering course content it is important to be organized and concise in the delivery. It is also important to stick as closly as possible to the course content, because student's get anxious when there are to many unexpected changes.

Here's a dilemma. Software changes are a constant issue when it comes to teaching classes on the software. What do you do when there is no textbook available for the current version of the software, and the changes are enough to make the old text no longer valid? The manufacturer publishes one, but the cost is prohibitive. So we don't make it part of class requirements. My current solution is to use the old one, and caution the students that there are changes, and to note where those are. I am open to a better suggestion.

I teach motion graphics and visual effects, the one thing I noticed is showing students my industry work always seems to get them excited about the class, and focused on what they are about to learn. I guess it helps with conveying to the class that I'm not some hack. In the past, I didn't do that. I thought students might be intimidated by it- comparing themselves to someone who has worked out in the field- but if I didn't, some students would constantly question the industry proven methods and techniques they were required to learn.

Hello, I have already been using some of these techniques; however, this learning unit has really emphasized their importance and brought them into focus more. For example, before teaching students to write a thesis statement, topic sentence, or body paragraph, I have students examine entire essays, since this is my ultimate goal, to have them write an entire essay. Also, before I begin my class, I write the learning objectives for the class period on the board.

Does this help the students with concentration? I do a lab class and usually lecture and then do lab. Would it be better to break it up?

I feel as if some students don't put in the time necessary to absorb the material and blame me when they don't remember terms, etc. I use participative exercises to try and get across the concepts, but I do feel as if I am always trying to present a ton of material in a short twelve weeks. What do you do with students who want to run through things once and don't understand why they aren't getting all of it?

when testig student in a trade it is very helpfull to use multi choice questions and a few true false one mixed in That way you can see how well a student understands what he or she has learned. I don't think it would be wise to use essay test in this type of learning for the vast answers that can be given and still be the right for the questions given even if key words are not used.

Slower students i have found to work more one on one. I have also used another student to help. This has helped keep them motivated.

keeping kids motivated is a key part. We do alot of reputation pratical work. There are times it is very hard to get the students motivated to get it done. (these count as credits to graduate) Any advice to keep them going?

I do monitoring daily as we have alot of practical work. I love taking students aside and showing them diffrent concepts of how to do things. They really seem to want to learn.

Eye contact is very powerful. My students have told me they love my expressions. It seems to be a great tool for me to get their attention back.

I was really nervous for my first day of class. I opened with an ice breaker. It was a good way for the students to get to know me, me know them, and also let them it is okay to free speak in class. Just being really prepared for class helped. I had an outline of what we need to go over and the order to keep me on track. I found this really helpful especially if you get nervous easily.