I was wondering if there was specific research that was conducted on various ethnic groups to see what "colors", "music", "seating arrangements", etc. would work on which group. I am pretty sure that race/ethnic backgrounds would vary when it comes to learning by using different props.

Students with learning disabilities need more time to complete assignments or tests while it does work in the classroom to a point. In most real world applications almost every job had some sort of dead line. If a student gets to used to getting extra time in the classroom I feel that would be a disadvantage if they get a job and the employer is less understanding of that persons disability. I think a possible solution for this is to gradually decrease the extra allotted time through out the course. for example. If a program has 6 projects you give the student and additional 6 hours on the first project. on the second project 5 hours and so on. You are giving the student extra time needed but gradually challenging and teaching them better time management skills while applying real world stress of dead lines

Being new the to instructor community, I have yet to come to a situation with ELL. All of the learners in the facility are all english literate and seem to have little to no problems with the language barrier. that being said when I do run into that situation would it be helpful to myself or the learner to get a translator? When I do give that student additional instruction where do I draw the line so as not to single that learner out and ignore the rest of the class?

In my experience in both the work place and the military, there are few projects that require group participation where all voices are considered equal. With different leadership styles learners may assume command of the group or attempt to. One learner may try to take charge in a Democratic leadership style and others will assume an autocratic style. Other learners will take a group project as an opportunity to skip out on work forcing the others to pick up the slack. The lacking work will bring the group grade down. How is that fair to the other students? In a learning environment each student is responsible for their own education and actions. As for diversity, I feel that no matter how diverse a group is you will not always have full participation due to leadership styles or students taking advantage of the multiple worker situation. On the opposite side of the coin working with groups is an important aspect in life. groups help communication skills, networking and brainstorming. I think a good compromise is to allow group activities in moderation but instead of grading the group, grade the individual.

Moving around the classroom is important however is it really productive to roam the entire classroom? Many times I was in class and I could not concentrate on what the instructor was saying due to the literal pain in my neck trying to look at the instructor in the back of the class room, making it difficult to take notes. My solution to this is turn the class into a semi circle if possible. All eyes would be on the instructor regardless where they are in the room and also gives all students the ability to take notes without shifting to watch the instructor.

This will be my first year teaching. I find that the more I interact with the students the more connected they feel with the topic and the course. However, if I notice a student has not submit a lab assignment or homework, how can I interact with them professionally to encourage them to complete their work? I want to show that I want them to do well in the course.

I have to videotape all of my classroom lecture to post online. This limits my movement to the cameras field of view. Any ideas to compensate for this?

When you are having a really good teaching point, you have to be aware of students becoming saturated with material or just plain loosing their interest. Sometimes when you are in the moment of teaching and moving along in a topic you are so comfortable with, it is hard to redirect yourself back to student attention spans. I constantly work on this.

I love using the expressions "If you keep asking WHY....You'll get WISE!" Content delivery should focus not just on a student's ability to perform a tasks or apply a skill. Sure a step by step lab will show them how to do something, but do they understand why they did what they did? IT has a lot of acronyms. If I ask a what an acronym means, I usually follow up with the question.."Ok. So what does it do?" or "How does it work?" This often gets a discussion going and helps reinforce the concept presented for everyone.

I like pairing up new students with "seniors" whenever possible. The senior students like the fact that they can take someone under their wing and show what they know. It also keeps cliques from morning in the class, old students vs. new students. When I send students on technical projects, I pair them up the same way. Works out pretty well for all.

In the past I have been successful in using what I call the "15-15-15" rule. Aproximately 15 Minutes each of lecture, demonstration, and lab/hands-on. Students are definitely more engaged and they enjoy class more when things are broken up. Knowing how long your labs will take is a big factor in planning. If using labs from a textbook or lab manuals, choosing ones that tell you how much time a lab should take makes planning easier. I usually prioritize my time by lab first, then lecture, then demonstration.

I feel confident on the first day. Because there are fresh faces and I can mold them into what is to become educated people. Also, their usually ready to learn and get into the routine. I usually try to keep that spirit throughout the course.

In my industry (audio recording) wearing a suit and tie to class would create an awkward dynamic between myself as an instructor and students interested in the industry. I do spend time in my class discussing appropriate clothing for different roles in the audio industry. For example an on-location sound recordist need a totally different wardrobe than a hip-hop beat maker/producer.

I try to convey to all my students that a professional image is just as important if not more important then technical skill. more and more shops are becoming show places and employees are very much a part of their marketing. I tell them you can be the most skilled tech in the area but if you dont dress and act the part your oportunities will be limited.

trust what you are teaching

Often times I see instructors that are monotone and boring that can't understand why the students are not retaining the information that the instructor is putting out. One of the ways that I combat this and try to help instructors combat this problem is to design demonstrations and stories that have props that can trigger a line of thought for the students. The use of the stories along with a good funny situation may not trigger the information but it gives them a reference to look in their notes or in the text. It makes lectures more interesting and engaging for the students and for me.

I have noticed at times when a student discloses a disability other classmates are more than willing to help them overcome it with suggestions for improvement.

Giving the student expectations and required learning outcomes from the start can be a motivator.

Students will need to be excited about group work in order to accept the assignment. Alway explain why the group work is necessary and the advantages it can bring to the table.

I am confused. In your discussion of fonts, you emphasize Times Roman but also include Arial and Helvetica. However, throughout the entire presentation, you use Arial exclusively. Personally, I prefer Arial as it is a cleaner typeface than Times Roman and is easier on the eyes. Have I missed something here?