FIRST IMPRESSIONS FROM INSTRUCTOR TO STUDENT OR STUDENT TO INSTRUCTOR IS EXTREMELY IMPORTANT. A SENSE OF BECOMING COMFORTABLE IN THE CLASS.

When students have a comfortable environment, they seem to retain more of the subject matter.

I have found that students are often at a complete loss to describe their learning style- and many demonstrate improved grades after a conversation where we identify their dominant modality. Now I start each semester off with a discussion of learning styles and suggestions for students.

I am a culinary instructor in the school restaurant. I find it difficult to incorporate different styles of learning because the very nature of the class is demo/hands-on. In order to cover different learning styles, I have begun implementing mandatory 'daily prep lists' generated by the students for each station. In creating these, the students must mentally walk through the work, prioritize, and begin to get a grasp on the overall weight of the work load. I also assign, to each station group, the creation of a new dish for the next season's menu. If the item is chosen, their names will appear on the printed menu, which is a real honor! In addition, I post a "final exam review" document on the student portal that asks questions and covers topics they will need to adequately review for the test. This works much better than the verbal review I used to do, the students can print it earlier in the rotation, have a written guide to refer to, and frees up about an hour of class time.

At the beginning of class I write the objectives on the board and that starts the days conversations with the students.

I had a group of Master Instructors visit my class. They had some input that was effective. They suggested that you should try to lead a student toward the answer of a question, rather than just answering it. By asking the student a question you can draw them toward the initial questions answer. This tends to promote thought. Students will join in the discussion.

For me teaching a culinary career is difficult for the fact that it not only requires physical abilities but a lot of mental ablilites. A lot of other careers require this. What is an easier way to relay that information besides through personal experience?

The students like to observe the instructor doing it and they they like to try it themselves.

I use two books. Black book, white book. When assessing students product I use the black book on Monday and my associate will use the white. The next day we switch and continue to alternate. This way the students don't always have the same instructor grading their plates. The students really like it and since the associate and I are on the same page as to what the plates should be like the grading tends to be very even and fair.

I find it is very important not only to get to know your students, but also how each one will act and react within the classroom enviroment.

I have found that most of the time, but not always that the students understand,retain and enjoy the daily production using the cook along method as opposed to a sraight demonstration. In a cook along the students all start at the same time and finish at the same time. no one is left behind and no one gets ahead. because I try to explain things in great detail and at a pace that the majority can follow. More often that not all but perhaps a few are always on pace and it is very easy to get anyone lagging caught up. The students also feel more confident in their finished product because they mimick the way my product looks,tastes, feels, etc. in real time.

a socratic method of questioning does not only allow us to explore the brain's knowledge but also give us a chance to explore a multidimentional universe where the why question will ultimatly lead us to a philosophical self vision of those knowledge marking the bouduaries of the unknown. "the more I know, the less I know" "to be or not to be" the real question is: WHY?

everybody has a sense of taste which is different. we receive and retain information through various styles and methods of delivery but how we perceive it,how we process and what we make of it, is where the difference lies greatly.

When I get a new student in my classroom I always try to find out what kind of student they are than try to adjust my teaching for that student .

I find that when I read my student surveys, most of the feed back states the demonstration portion of the class, followed by student production is most popular. I understand the importance of lecturing, but a majority of the time in my class is set aside for the student to do-it-to-know-it.

I find that asking students questions, open ended ones, helps me get them involved in the discussion.

No matter how hard we try to give ever type of learner what they need to progress it not always easy. I teach auto electrical and it is not easy coming up with a visual aid to show how things work, so using the studentsas a training aid helps to work.

Many instructors use movies, sme are movies that were shown in theaters, and I think they are mostly a crutch for the instructor and allow the students a rest time. Please enlighten me on the value of movies in the classroom?

What is the real value of matching tests and how many instructiors actually use that type of testing?

What is the typical percentage of time that is used in the class for questions and answers?