In my test, I do take questions from the question bank. Questions are selected on the basis of what, I have taught in the class. I like to include multiple choice questions, True and false questions and short essay type questions, so that all the students do well in my exam.

I am General Education teacher. I always tell students about the applied aspects of the subject. This way, they relate the subject and learn better. When they do presentation, they keep in mind, their major subject. These presentations can be included in their portfolio. This will help them, integrate the knowledge.

Some students donot answer questions. I ask questions, to them. If they are not able, to answer, I rephrase the same questions. I give them clues, so that they are able to answer it. I have to wait little longer. But in the end, I finally get the answer.

I really thought I made it clear to my students that if they really needed to use their cell phones they need to exit the classroom. They are only to use them if it is an emergency. Students try to hide their phones while they are texting. We could be in the middle of a classroom discussion and they are called upon and of course they don't have any clue what topic we are on. What can I do to show I really don't like phones on in my class?

I personaly think that an instrutor should vary his or her delivering course content style by using various techiques while keeping the goals & objectives for fear of getting board.

In my opinion, it is critical that the instructor get that first impression right the first day of class. To do so, I feel inquiring about students' background the first day is a great way to "break the ice" and get in "tune" with some of the dynamics.

I truly believe that planing & prepation are at the "heart" of teaching. These two elements set the tone for students & help in making the course a success.

Involvement is key and when a student ask for assistance, I make it a class review and learning activity

I find to start out with simpler questions will create more student participation

The ethical/moral ideology can be one of the most difficult to instill into the students mindset, if they don’t come in with them. Many career school students lack not only ethics but the soft skills as well. I always ask my students to be ladies and gentlemen alike as well as tell them to treat each other with dignity and respect. Having them so self evaluations has also helped as well as career paths and visualization exercises.

I am fortunate to be teaching in an environment (the kitchen classroom) that is able to combine most learning-style delivery methods as long as I pay attention to their needs. For example, the tactile learners are cooking; frequent chef demonstrations help satisfy the visual learners; a flip chart with assignments and recipe conversions helps those who need to see it in writting; as well as constant verbal coaching and time checks. The trick is to keep all fronts working, which takes a bit of juggling.

If I have a small class; once the students are comfortable, I will let a student teach a portion of the lesson and I will act as a student and ask questions. The students really enjoy this and want me to make it part of the regular class. They find it a lot of fun and easier to learn when they get the chance to lecture. In the beginning there are some students who have a fear of doing this but sooner or later they want to try. They have commented that they anticipate what questions I or other students may ask and prepare themselves.

Using as much variety in delivering one's instruction will maximize student learning and retention.

Would it be a good asumption to say that the way to be the most thurow and to get across to everyone would be to incorperate all these learning styles ( audio, visual,written and hands on) into your class or would it be better to mix and match trough the class? What are your thoughts?

Reading this section I could relate to many of the guidelines based on negative experiences from tests I have taken. I think that almost every guideline the text provided I have seen broken, and it contributes to many of the myths that students carry with them into any testing session. I have heard students bemoan the “trick” question, or look for a pattern in true/false answers. We as educators should never try to throw our students curve balls in tests or worse reinforce these concepts. We should be fair and consistent in testing, something the guides provided are a key to.

Because much of what I teach is ostensibly technique based; it is important to help students develop soft skills and help them determine how to self assess themselves. Since my courses deal with art and design , it is important to remind students that I am looking at how they explain, or defend their concepts as well as how well they perform the techniques they must master. In most cases the ability to constructively discuss other work helps them to develop a methodology to criticize their own work. Often if I am unfamiliar with a cohort of students I use existing (professional) work to develop a critical discussion, skills we then develop fully in classroom critique sessions. During final project presentations, students are required to present foundations for their ideas and offer constructive and relevant criticism based on grading rubrics locking soft and technical skills together.

Questioning /discussion is one of the most interesting ways to teach and when used well allows an instructor to personalize class meetings to the group on a session-by-session basis. I have two methods that I use frequently to draw students into questions: observation and acknowledging experience. Watching and listening to your students before class, on breaks, and during discussions offers a great means to prepare questions that key into the interests of the students. I observe my students and try to establish what they talk about with each other as a means of focusing questions that will spark their interest in the subject. Keying on anything that they are abuzz about can offer an opening to get students involved, it insures that the student’s interests are validated, and the students are more likely to answer because they are inside of their comfort zone. This is even better facilitated when I start the discussion process by asking one or two questions that the majority of the class can relate to such as” how many of you have seen/experienced/ met/etc…”; if you can get them to raise their hands they have started the participation process. Once students have taken that first step, the questions can pull them deeper into the subject and expand their interest.

It is important to know where a student's understanding is in regards to each task. This enables me to move them on to the next graduated task and to know if they can correct mistakes if they make them.

I work in a school where one of my primary job functions (and that of 3 others in my position) is to answer questions and assist students with every lab project in our curriculum. I've noticed that some students seem hesitant to approach us with questions and some have even said they don't want to bother us while we're grading. I try to tell students that we're here to help, but some still see us as unapproachable. How can we help our students feel more comfortable with asking questions?

When devolping exams, faculty should consider using a mix of different style questions to better serve the various learning styles of the student. For example, I recommend that faculty use essays, T/F, multiple choice, fill-in-the-blank, and matching.