As instructors, we are helping students build upon their prior knowledge. In doing so, we occasionally become the learner. Many instructors of adults do not receive as well as they give knowledge. Like students, we are constantly building upon our prior knowledge. We, as instructors should embrace learning from both ends.

I struggle with variety in instructional method with my algebra class. I have to present the content and demonstrate it. I have a hard time getting to students to work in groups/pairs. I would like to have students work at the board with their classmates help but it isn't very practical in a class of 16. Thoughts?

We use skill application and multiple choice questions in one of our classes and often the students do quite well in the skill application, but falter in the multiple choice testing. Is there a direct connection to the multiple choice testing and their ability to perform the skills?

some students seem to be disadvantaged, not because of a learning disability as such, but rather because they have not been held accountable in previous educational classes and they are not prepared and ready to participate in the class subject they are enrolled in, holding hands and baby sitting has been getting them by so far and they expect this to continue and be giving a passing grade earned or not. trade schools are no exception to this. we need to quit baby sitting and obligate the students to belly up to the bar and accept responsibility for their actions or inactions whatever the case may be. liberal, do not hurt their feelings must go out the window and accountability needs to again be the rule of law.

In a lecture type environment for a 3 hour Nutrition class, what would be the best activity to begin the class ? How can I break up the class using videos,group activity, discussions, etc. to keep the keep the class fresh and interesting ?

How often should assessment be done during a course which lasts only three weeks?

I realize that students do not participate in questions for fear of ridicule from their peers, but how can we approach this dilemma to involve more of the less confident students without shutting off the ones that excel?

I’m on a 12 week cycle in which students come on board at any time (class) in the cycle. Therefore I have a first day with a student, or students, but usually not a first day with an entire class. How cal I accomplish tasks that a first day requires when on the first day of any class I have new students, continuing students, and students ready to graduate? Help. Terry

As the Department Chair I can atribute 95% of all classroom issues that make it to my office to the lack of clear expectations of the first day. When instructors take the time to clearly define expectations rarely is there an issue down the line. I am a huge beliver in getting the first day right.

I find it best to use hands on practical examples of the subject matter in conjunction with keeping the lecture portion of the class at a basic level, baby steps and drawings. as opposed to long winded verbage,big words and complex explinations. KISS/ keep it simple stupid works for me.

I always establish student groups, generally three groups of 6 to 10 students, for class size of 18 t0 30 students. these groups are for the most part utilized in conjunction with simulated practical hands on field represenative projects. competition between the assigned groups creates an enthusiasam not exhibited in normal classroom activities. every student within the individual groups are obligated to belly up to the bar and participate at the level they are capable of.

Questions can lead student to the correct understanding of the concept by making them think. One of the best methods is to ask questions about the topic but in a different context. This will check the student's ability to apply what they have learned to a situation that may have slight variences.

I seem to get good results if i read the power point slide, then draw a pictoral representation on the board and follow it up with a hands on activity. Whether I do a demo or the students are performing hands on seems to get about the same results.

Teaching film production you need to make sure the student knows what special terms mean. The classic is gopher, not the rodent but the go get that.

with the student getting a computer for the class, it's hard to get eye contact. I try to use the tone of my voice to get eye contact. Sometimes it works

Greetings Colleagues, Most adult online undergraduate students are working adults balancing both careers and distance education. Demographic Characteristics of the adult learner are: 1. They work full time. 2. They have dependents 3. They are often single parents 4. They usually have a GED instead of a high school diploma 5. Most are first generation college students 6. Median age of 38, 45% of them are over 40. 7. Family median income of $50,000. Flexibility is a primary factor for the online learner because of the many obligations that the adult learner may already have. In addition, these students are likely to need more assistance with regard to problem-solving because of their unique situations. What's interesting is that many of the traditional college age students are showing an increased interest in seeking online education. For this reason, the fine line between the adult online learner and traditional college age students is becoming blurred. An excellent example of this would be the traditional colleges' choice to offer online courses. In fact, most traditional colleges are offering or are in the process of offering online courses.

What would be most effective in keeping them focused.

How do you make the students feel comfortable in the classroom?

How do you handle students from divergent backgrounds/ cultures who may have had little or no exposure/interaction to each other's culture and therefore are wrought with stereotypes.

How do you all feel about telling current classes about changes and adjustments you plan to make to future sessions of the same course? For instance, if after some time you have decided to do less of something, or more, etc., or in response to student suggestions, you agree to change this or that. Should you announce that upcoming change to your current class? On the one hand I think it might anger some students who might think it's unfair that future classes will have the benefit of that change while they do not. But on the other, it might also reassure them that the process is always improving, and that their voices and input are being heard and taken seriously. So I never know how far to go in telling a current class what I'll do differently in the future. Thoughts?