In making my first lesson plans, should I integrate areas within the lecture to stop and do an activity, throw out an idea, etc that would cater to each learning style? How much time should I allot for these types of breaks?

I am recently starting the new semester as a tech instructor, but I am concerned about the first day of course. I want to do some icebreakers with them to get acquainted, especially since I am the newcomer and they have known each other since the start of the program. My biggest concern is unfortunately my age. I am young and I look it, but have been in the field for several years and have the experience needed to teach others. The students in my classes are either in my age group or older! On the first day should I tell them my age or leave it out? Should I 'level' with them a little more and branch out in to more personal interests to make myself seem less foreign?

I'm very new to this teaching gambit and I (as I'm sure others who have been in my shoes) am extremely excited, nervous, dreading, and can't wait for my first class! I am getting everything prepared to the best of my ability and am running through every detail with a fine toothed comb. Of course I am still concerned with the thought of having forgotten something. Any tips and tid bits that may be of help?

I liked the suggestion to allow more time when deal with some learning disabilities. That one simple idea can work with a variety of learning issues, including ones brought about due to a medical condition.

Language barriers can be an unforeseen force that slows down class time and can be difficult to cope with in a career college environment. Many times while trying to deliver career course content the ability to teach above and beyond can be limiting. Some of the ideas presented here can certainly help, especially limiting the number of vocabulary words per class.

It is challenging when working with student groups. This usually presents itself when one member of the group is perceived as doing less work than the others. This can also show up in a smaller group when one member decides to avoid class or even a presentation but still wants the total points allotted for the project.

I generally like the idea of moving around the room to keep the students attention refocused. It does also help with keeping students off of cell phones and other such items.

I'm just starting out in the teaching field and I'm concerned about keeping the students' attention. They're going to be small groups and long class hours (3-4 hours) and keeping the positivity high and the conversation flowing is a big concern for me. Can anyone name some ideas that I could utilize?

By using as many learning styles as possible, there will be more students that can succeed.

It is important to have a well planned firs day in the classroom. Without a well planned outline and being over prepared the class could lose interest.

questions that facilitate my discussion

would like to see others examples to get an idea

I am having a problem with a group of students that entered into the program as friends. They, however have different learning levels. It was discovered that one has a weakness in reading/vocabulary around midterm, but I have not been able to keep her separated from her friend who does well (with little effort). As for their other friend she is somewhere in between. I may have to use the seating chart approach next time. As for this individual she may not successfully complete my course.

What are some ways to interact with different learning styles?

First impressions of the instructor are so important for class. What are some ways you've found to start class off on the right foot.

Planning is crucial to class organization. What are some ways other instructors have found to help organize their planning?

Projecting confident excitement in the course topics has a way of transferring from the instructor's face to the students faces. That leadership goes a long way in letting the students feel like they are allowed to be excited and participate in class discussion. What are some ways other instructors have found to project excitement?

Our class schedule is once/week for 3 hours. Based on the syllabus, I have a chapter of information to cover on the first day in order to keep the rest of the class days on track. Is this a good idea, or would the students appreciate a "teaching-free" first day to get oriented with each other, the class room, the syllabus, etc...?

I had never really paid attention to the fact that there are two types of groups. I have always thought that group work was group work. I have also realized during this section of the course that my groups are often too small (2-3 students) and this may be contributing to my ineffectiveness. I am going to work on this for future classes.

Teaching Trial and error