This can a very difficult area for many students. sometimes they use inappropriate language in the class room. On the other hand they can be offended when the instructor does so. I have had students comment to me on other instructors use of rough language in the class room. The consensus (at least from the ones that I have spoken with) is that they not only find is offensive, but that they recommend other students to stay away from these instructors if at all possible. We, as instructors must always remember to conduct ourselves as professionals.

Modeling behavior is an important part of the instructional style of an instructor. I have had students come on the first day of class in attire that was far from professional, speaking in slang, hygiene not acceptable and using profanity. The second day of class I came into class in ripped and dirty clothes, my hair all over, chomping on gum, dirty hands and face, and an overall appearance of "a mess". The students sat there in awe. As they say, "a picture, or in this case a visual, was worth more than a 1000 words". I then explained how their outward appearance has to be professional if they want to succeed in a profession. I asked them to write down what they thought of me and my appearance while I changed into my professional attire. We discussed how their attitude changed towards me. It was an eye-opener for most of them and it changed some attitudes rather quickly. Does anyone have any good ways they have used modeling?

Technical, Professional and Personal I thought the three major competencies interesting. Personal competencies are to be used when a students skills are accessed and the instructor uses these inate personal skills to facilitate maximum learning. One experience in the classroom is finding a ability that translates into patient care. This skill set in one students case was to be calming. I decided that to a student was very frustrated and needed that approach. They made a great team and perfomed well together, one feeling helped and one feeling helpful. Can this also be used when trying to motivate?

I cannot live without my course outline! It is critical for both my success and the students throughout my classes. Each student appreciates a "blue-Print" or master plan for the course from the first day. I can tell how much they appreciate knowing in advance what is expected of them....it gives them a physical document that will walk them through my course as well as show them all that they have accomplished. However, I would love some input on what one does when Holidays, school closings, etc. interfere with the outline resulting in "cramming" of material to make up for lost time. My students tend to become frutrated and defiant when we stray from teh "outline" at all. How can I use a Detailed course outline while leaving room for unexpected field trips and labs, etc?

I really enjoyed the section on the 5 C's. They were helpful and complied with other materials I have given/read during in-service meetings at my place of employment. Being Compassionate is so important when working at a technical college and while dealing with students with various backgrounds. Also, being CLEAR is so critical. It is an innovative Instructor that can present a complicated subject in a CLEAR way. I would love to hear anybody's view of CANDID or Creditable?

While lecturing, call on individual students, at random, by asking a question. This should keep students on their toes knowing that anyone of them could asked at any time.

Separate the students when giving a test. Keep watch over them usually from the back of the room. This will discourge them from looking at other students papers. This will also help them to concentrate more on what they are doing.

I am grateful I had the opportunity to take this module.Thanks

I am grateful I had the opportunity to take this module. I find this will help me organize my thoughts. Thanks

I am grateful I had the opportunity to take this module. I find this will help me organize my thoughts. Thanks

I am grateful I had the opportunity to take this module. I find this will help me organize my thoughts. Thanks

Good information, but think adressing some of the common mistakes would be usefull

I some times change my lesson plan to make vacation or my absence from the class room easier on the students. I don't want students to miss important information on areas that I am more trained in and substitutes are not.

Module 2 does a good job of outlining and describing what should be included in a syllabus but should be avoided. We are talking about the entire course to start at course goals,outlines, objectives and activities all the way to course policies and a materials list. What should not be listed? How long should it be?

A simple thank you from a student goes a long way with me. I reward my students verbally and when one of my student thank me for helping them, the reward I feel inside is so special. I truly enjoy teaching!

Hi Dr. Stover! What presentation techniques and activities have you and/or your faculty utilized, from a best practices approach that have effectively engaged adult, diverse learners and, perhaps, learners with special needs in the learning process?

I have a few question's for Instructors that continue to conduct them self's in a manner that was acceptable in the field but is not acceptable in the classroom. Do you believe the students respect you? Do you manage your class by the professional guidelines your college requires or do you turn a blind eye to student professionalism in the class? If you do challenge students about their professionalism does it turn into a confrontation? Instructor professionalism is something I often think about but don't feel I am effectively managing. I feel some honest and candid responses will help me understand what this type of Instructor is thinking and ultimately will allow me to educate the Instructor.

Curiosity question...has anyone else had a new instructor, that took to the automotive education field like a duck takes to water? I mean, someone that was almost "turn-key" right from the start, only to have that great addition to your education team, get "cold feet"? It took a lot of work and "coaxing" to get this employee to believe that he would do just fine and be a valuable asset to the team and the organization. The instructor I'm referring to, actually thanked a few of us for the opportunity but was just scared to death and tried to quit. As this story turns out....this is one of my top performing instructors "across the board". Back to my original question...is there something that any of you are doing to be proactive in preventing this type of "stage fright" in your new instructors?

LPs are absolutely critical to formulating a good instructional flow. It is the the way to make sure that you have planned out all of the requisit activities and learning skills necessary to complete the course content. It is also a very good mechanism for those new instructors who don't have teaching experience but a wealth of practical experience; keep us all focused on the task at hand. Our job to to do whatever is necessary to cause learning to take place in our students.

Using the ABCD method (Mager Method) of writing course objectives works well when the material is mostly concrete and not abstract. How does one construct good objectives when the material is mor on the abstract, say music appreciation?