The first day of class is the ideal time to remember that most class attitudes are a direct reflection of your attitude. I have seen many times over where class control issues evolved from an instructors mistake of not taking control and showing the class that they are in charge but not unapproachable. If you love what you do, show it.

Planning and experience are some of the pieces which fit together to create a successful instructional session. By varying the delivery of the course materials and the way in which the students are to learn and acquire new knowledge and skills, promotes a greater mastery by the students.

I teach at a large technical school, and the instructors are encouraged to dress-up the classrooms. My students are happy as long as they aren't bored, so I try to keep them entertained during lecture. My course is Advanced Diagnostic Systems, and we have two large cans hanging from the ceiling about 8 ft. apart. They are connected by a string which has a sign attached "CAN NETWORKING". We do cover controller area networks, and the students get a laugh when they notice it.I also use posters that relate to the automotive industry to brighten up the room. Doug Ramsey Instructor UTI, Avondale

Would it suffice to ask the students to turn in cards with a few things they would REALLY like to learn and perhaps devote a class to those topics? Many times interest is lost due to the student thinking they are not appreciated as a learner and not listened to. It seems encouraging for the student if the instructor was willing to spend time on 'their' topic of interest as long as it pertained to the course. Besides, it would be an interesting way to poll the class and see if maybe there is one topic that comes up often.

I will be doing clinical rotation for LVN to RN students. I am considering asking the students to list their goals towards becoming an RN. Any thoughts

I have found it difficult to surmise the lenght of time diffrant classes can be focused on the first day. However after careful observation I can plan my presentation much better after day one. I do however teach a 15 day modgule and time is fleeting when it comes to developing and recongnising problem students.

My experance with this groop has been both good and bad, the ability to bolster and pass along lesson understanding in a mannor thats far below my age groop has been exciteing to say the least, However I have occasionaly seen the down side as well. Those who are what I call the bad boy leaders, those who try and push the limits as far as possiable. I find this last groop to be very frustrating in the least. I follow my companys regulations and often have found myself having to defend my position. All very frustrating!

Now that I will be a new instructor, I plan to utilize related current events in my lectures/discussions. For example, I will be teaching nursing students. I will try to find current nursing news in the local newspaper, nursing magazines, etc. I will bring in the article and then try to relate it to the nursing topics I am lecturing. I recall previous professors doing this in my classes and it makes it interesting and easier to remember the lesson when you link it to a current story or event.

Sometimes i get better results by discussing the chapter, then using the powerpoint to reinforce the discussions.

Rules say none, but if done right i think students can sometimes help eachother understand and teach eachother.

The first day and meeting go along way to setting the pace of the course. Utilizing the first two hours of class for introductions and overviewing the course content provides the opportunities for both the students and instructor.

Section 2 covered the importance of the teaching environment as part of the delivery of instruction. I will be instructiing in a hospital setting (new nursing students in clincal rotations). I know the hoospital can be a place of anxiety especially for brand new nursing students. Any suggestions on how I can make the enviroment less intimidating for them? I will definately orirrnt them to the layout of the facility and introduce them to staff, etc. Any other ideas?

How does one approach a diverse class of many learning styles to achieve a successful delivery and reception of information? Should we divide in blocks of time addressing each individual style or do some styles blend allowing for a more reasonable time frame?

As an instructor I feet that it is much easier to keep the students focused, but what happens when the instructor get distracted? Are there any techniques that teach teacher how to regain their focus once there is a distraction?

I am being given the opportunity to do a short presenation for students who desire to become teaching assistants. The short presentation is to be about methods of any presentor / instructor staying on subject. I welcome any short personal experiences either good or the less than desired to be avoided. I will omit your name if I am able to fit your example into my presentation. Any ideas welcomed up to this Friday morning. My presentation will be this Friday at 9:00 a.m. California time. Thanks!

I am a new instructor, and I have taken over for another teacher that has recently gone to on-call. My first day with the students was a little scarey. I had to let the students know that these were my exceptations of them not there former teachers. Are there any others things that I can do to create a more "I am the teacher now" environment without being iron fisted?

If wanted to take a trip to New York, I would not just jump in my car and drive east. There are certain requirements that would have to be meet. That's when a plan comes into play. First, I would have to ensure that the car is running according to manufacturer standards, example are the tires in inflated to the proper amount. As with everything in life you have to have a plan if you want to ensure a successful venture. Teaching is not different. If you walk into the classroom with no guide as to what you are doing then students will know that you are not a prepared person and will use this to their advantage, and that is not the purpose of them being in class. The student will in turn their attention to finding your faults, rather than focusing on the course.

As a new instructors, we are subject to every "why me" story every student has to invent. How, as a new instructor, do I know when I am being feed rotten information verses someone who really geniunely does need extra help. How does condition themselves not to become complacent and jagged? Also, when there is a student that does really required extra help, when do you know that it's time to let go and let them develop without you?

When asking questions related to ANY topic - I try to form them in such a manner so that there is no BLACK OR WHITE answer. With an appropiate pause and the right inflection, the "what if" is heard even if it not spoken. They students themselves ask for more information about the conditions of the question so they can formulate an answer. These responses insure and identify exactly which students have been drawn into the discussion as well as exposing those that are not engaged.

When in a lab/shop situation and a series of tasks, measurements or observations are to be performed, especially where they must lead to a conclusion or a recomendation, I have found it to be most helpful to prepare and assign a "worksheet" that provides a directed and structured method of the tasks to be performed. The students individually OR in a team may work independantly of the instructor and decide and report their OWN observations/conclusions as directed by a well-prepared "worksheet". This has the added advantage of allowing the instructor to oversee the entire class as opposed to concentrating on any one group or individual and therby, leaving the rest of the class in limbo.