I have to cover several chapters during each class period. This makes it difficult to have group activities and mini-lectures. How can I maximize student learning and interest if I can't avoid lecture-format classes?

Is it a way to be sure that quiz is fair and way to even out test that isn't fairly written or material not successfully explain in class. Helps to even out what is expected to what was really understood by the students.

I have heard from multiple people including this course to not lecture for more than 20 min at a time. My questions is if you have a subject that you are covering that requires more than 20 min to cover it what do you typically do? Do you stop in the middle move onto something else and then pick up the topic again?

As a relatively new instructor (1 year), here are my two biggest challenges / thoughts: 1. I am continually concerned with the lack of true education in the college classroom these days. I would argue that getting a college degree is (for most) an exercise of time management versus gaining a true understanding of the subject they are learning. I have seen in both my students and (as) a student the weak grading scales, the limited amount of homework, the "subjective" grading used quite liberally and the overall lack of quality students advancing through college programs. I've even spoken to vice presidents and department heads at various colleges & universities about this issue as a student and was told "professors simply don't feel comfortable grading and sometimes that leads to higher grades". How can I find a balance of challenging these, what I would define as "norms" for today's college experience, by pushing the students harder; while not overstepping what an institution would define as "excessive" work or "expecting too much of 'our' student population"? 2. In my limited experience (learning & teaching), new faculty seem to be hired and "released" to teach without a true mentor to guide them in best practice, college norms, "unwritten rules", etc. It's one thing to continually go to your Dean for guidance, but it's another thing to be formally connected to another more senior instructor that isn't your "boss", but instead is (or could be) a guide. I believe the guidance and mentorship would be extremely beneficial in building exceptional new instructors, retention and feeling an overall sense of connection to your instutition. I'm not sure what the question is here, but I guess I'm wondering what other institutions do (if anything)?

I have found that time and preparation are the key to classroon lecture and/or demos, knowing the sudject matter and refinement of the subject matter will greatly enhance the students abilty to grasp the subject.

In looking at many of these responses, almost all that I've read seem to be about the physical or technological environment. But the single most important component of the classroom environment is mostly conspicuous by its absence. The most important aspect of any learning environment are the students themselves. Never, ever forget that otherwise intelligent & resourceful minds can be easily shut down by the social atmosphere & you might not even be aware of it. Many students are eager to learn & to ask questions, but are so afraid of how they appear to their classmates that they'll never raise an issue. Sometimes one narcissistic student can completely sabotage a session with an attitude that you weren't prepared to deal with. Here's an idea to try opening the floor for questions. Find a couple students in each class who are out-going. They don't have to be especially smart or natural leaders. In fact, this may often work better if they're not especially gifted. Give each one or two questions to ask during the lecture (or their own should they have any), just to get the proverbial "ball rolling." The reason it's good if they're not always gifted is that one needs to see that any student can ask a question. Of course, make sure that you have an answer prepared for any question that you've planted, or at the least, one that you can easily field. Handling a hostile or self-centered alpha-male (or -female) on the fly is not something that I'm really good at. (If it's not too egregious, I like to wait until I can get him or her in private.) So, I'm going to try carrying a set of yellow & red penalty cards (like in soccer) next term, just in case. Any other ideas about solving this problem? Any other problems in the classroom social setting that you've encountered?

this would mean what needs to be assessed towards the end of the session or cirriculum to see how much skill is aquired then why is there formative to process an ongoing elaluation?

From my experience and training we can enhance learning by meeting and exceeding student expectations. However we cannot exceed them unless we have laid the foundation first. For example I try to organize my class materials and our Learning Management System in such a fashion that it is very easy to navigate and has all the materials necessary for a student to be successful. I provide examples of excellent work (where possible) and very clear and short directions. This serves two purposes. First it takes pressure off the students because they can proceed with confidence on an assignment. And second, students can then concentrate on learning the subject matter and not wonder if they are “on the right track”. I answer far fewer questions and may then focus on the course requirements and really add value to the students and class room time.

I spend more than double the time planning than teaching--at least when it's a new class. Is this ratio really off?

Let's face it, right after the midterm, students and faculty alike sometimes hit a wall, and don't put as much effort into their class as the beginning of the term. The excitement is gone, and the final is far enough away that they can't see the 'end is near'. It's very frustrating to see adjunct faculty dismissing their classes so early. What happened? Don't they realize they are cheating the students? These faculty don't realize they are not doing the students any favors, on the contrary, they are putting the students and the institution in jeopardy.

there are so many questions asked and differnt ones to ask so its impotant to ask the right questions

I teach in a setting where all of our classes are basically cohort groups. One of the most difficult challenges I have had is that I tend to be the instructor that everyone respects, but I can be a little "hard-lined" when it comes to certain rules and guidelines. And I always seem to get groups right after they have had a class with the "buddy- instructor". That instructor (we all know one) who is far more concerned with being everyone's friend, so that he/she doesn't upset anyone... This is a tremendous challenge at times, because the minute they walk in the class they have a preconceived notion of "oh great, now we gotta deal with Him". Fortunately by the end of the third or fourth week, they realize that they have learned a considerable amount, and that it's actually not a bad thing to have a more structured environment. So, I guess my point here is, if you find yourself in this situation, focus on the fact that you ARE a good instructor. And that you have knowledge that they want. Things will turn around for you if you always focus on the learning!!!

How have you established your authority in the class while maintaining a sense of fun and friendliness?

When I was in college, my professors always addressed me as "Mr. Huston." The practice of addressing a student with a title is something that I begin the first day of class & I believe that it's very important not to address a student by first name in class. Using a title such as Mr, Mrs, Ms, or Miss helps from the beginning to establish appropriate boundaries between teacher & student. It's important because I think that students need to be reminded that: (1) I'm here as your instructor & that's my role in this class: I'm not here to be your buddy; (2) you're an adult now, not a child, so I'm addressing you as such & I expect you to behave accordingly; (3) this is a career college & I'm here to model professional behavior, & the professional addresses clients, customers, superiors &, sometimes, even colleagues by title & surname unless & until they invite you to operate on a first-name basis; (4) these are the ground rules for this classroom & you must conform here much as you will be expected to conform to corporate cultures wherever you go in your career. More than anything else that I do, this incurs rebellion from my students. I have some who still insist on calling me by first name & fight tooth & nail to get me to do the same, But I won't cross that boundary in front of another student. I may address some students by first name privately when I'm certain that they can distinguish between the roles of teacher & friend.

A students environment is paramount to their success. Not only in the classroom, but also in their home or other study areas. Unfortunately, we as faculty can only have a direct affect on the classroom. However, by providing, and stressing a proper environment in the classroom, and demonstrating to the students the difference it can make, we can hopefully motivate them to provide themselves with an appropriate learning environment outside of the classroom.

In teaching culinary art, I find I have to ballance the why questions and the what questions in equal measure. This ties into the different types of learners discussed in the last unit, but also into the nature of questioning. The why questions relate more to technique. Why do we add or pair certain ingredients. The what questions relate to specific knowledge, names of procedures or dishes. Using both types of open-ended questions in class, and being able to respond to them, is a large part of preparing my students for success in the field.

We try to build lifes and opportunities...build up their futures, in this situation we need to make an excellent Program to fit inside: time, material, funny time, curious time, etc...realy, this job is so interesting.

it doesn't matter if you start or the end of class, in every one need to show them your knowledge, skills, friendship,the serious personality, how important is this career, etc...and only you have to give them at 15 minutes every day...this time is enough to creat the right enviroment or not in your whole course...

The moment that you start the Program you need to know where is going every piece of knowledge, materials, support device, etc...and what is the thinking of your students...their dreams about your Program....get a better future...every day is a challange, a good opportunity to practice your experience in your field and leave in every student mind the masterpiece of your professionalism.

Everybody knows that theaching is hard because everything that we make and everything that we say, everything is measurement carefully for the students and their family also. Re-build up the mind and sometimes their lives is a great responsability....and this is the main reason that the Instructor career is not a game.