Do you get cold feet?

How many of us Do not prepare properly???????????????????

If my lecture is going to be longer than 15 minutes I look for a way to divide with a hands on demo or production.

Bieng a role model is a privilage as well as a task to the unknown.

I take very seriously the first day (first impression). I'm clear about what I spect from them and what they should spect from me as their instructor.

I feel that lesson plans need to be developed for each class. not only will this be helpfull for the instructors. Incase of situtations that arise and the instructor needs to all off. then if there is a lesson plan, the covering instructor should be able to pick up where the class was at in their training. but the students will have a clearer picture of what is expected from them

Along with outlining the course objectives, the instructor should set the "tone" of the course on the first day. This lets the student know your expectations, both acedemically and behaviorally.

Along with outlining the course objectives, the instructor should set the "tone" of the course on the first day. This lets the student know your expectations, both acedemically and behaviorally.

The steps are very important to preparing a good lecture.

Ilearned how important it is to create good first impression and the steps required to achieve this.

Students typically zone us out during lectures, so move around the room more, get them out of their seats to look at an engine, and pass around engine parts to examine to keep their interest. Humor and your stories of experience in the industry are also helpful.

It is very important that what the desired knowledge and skill expected for the student is taught and measured on a individual bases.

It is import to learn Study name and greed them as they enter the class room.

I find that mixing the different methodologies of testing types with one examination gives me a more comprehensive ability to evaluate student's understanding of the materials I have taught.

In the previous test, there was a question about True / False question that had the supposed answer to be : Always use more false questions. I find that irrelevant. I don't get it. Why?

Test should be designed to find out what the students know, not to see if you are more clever than your students. I never design questions to trip up my students. Sometimes during a quiz a student may ask..."is this a trick question". My response is always..." it may be a tricky question but it's not a trick question". Tricky eludes to the idea that there may be a subtle aspect to the answer, but the question is not design to trick someone into the wrong answer.

After completing #4 of ED 103, I have actually decided to go back and do an overview of the quizes I give in my class. Using the information given in the topic, I will likely change and re-word some of the questions I give. As a general rule, I like to use a variety of objective test examples such as multiple choice, true/false, and short answer, so the student is not bombarded with all the same as some students do better in one type than another while others do better in a different type. The mix-up gives every student the ability to see where their strengths are and the weaknesses they need to work on.

First day impressions are always important. Making sure that standards are set and who is in charge of the class room. Some instructors are worried about being a student’s friend and getting accepted in their Cohort Group, others instructors are worried about keeping within the guidelines that are set by the school and still try to teach the class. Syllabi are always a great check list. Syllabi make questions very easily answered because they set the work stations for the room.

The tests i use in my classroom contain all of the types except for essay due to time restraint and it works well for us.

I keep reading everyone going let them know the grading structure, let them know the grading policy, let them know this or that. What good is knowing a structure and style if you have not bean properly given the tools to approach this. Once again this takes us back to HOW DO YOU REACH THE STUDENTS. Use varying methods of approach then you find that scores will improve if you are giving them a w aya to understand it. How many here fell when their class gets bad test scores THE INSTRUCTOR has failed. I do, why because I did not reach then effectively and I am the one who needs to work on doing a better job. Anyway just my thoughs on this. Bythe way I hate taking tests. LOL