I find that the most important problem involving post-secondary career schools such as ours is the very poor verbal and written communicative skills of our students. The great majority of our students graduated near or below the median percentage of their class; most barely made sufficient progress to graduate. The first difficulty I have to overcome is to make them realize just how important correct grammar, verbage and sentence structure are to their ability to be hired and to progress in their technical field. I am pursuing a curricula change proposal to include basic technical report writing skills and verbal presentation (as to a client) as an initial approach to solving this problem.

The benefits for completing this course are to long to list here.Cant wait to apply the strategies learned throughout the new year.

REALLY ENJOYED LEARNING MORE ABOUT THE DIFFERENT VALUES IN TESTING.

CANT UNDERSTAND WHY SOME STUDENTS WANT TO CHEAT THEMSELVES BY CHEATING ON TESTS.

I HAVE FOUND THE ADULT EGO DOES NOT ALLOW MY STUDENTS TO ASK QUESTIONS WHEN NEED BE BUT THEN THEY WILL COME UP TO YOU AND ASK AFTER CLASS SOLO.

I hope that I can remember all the uses for the different types of test. I know tests are a critical part of assessment, but trying to remember which is the best one to create or use may prove to be difficult for me.

I have found here that we assess the students every day, but not always do we use the formative method. I think that if I start using this I will achieve better results from the students for two reasons. 1: If they are lacking, they will want to increase their understanding and not fall behind. 2: if they are doing well they will have more confidence to do even better.

I myself have never been good at forming questions to pose to others to help them find the answers within themselves. I think after this module, and some practice, i might be able to do this.

I have found with my students,Hands on is much more fun than digging around in the textbook.

How do you know you are communicating with your students?

How do you know if your style is not being appropiate for the students?

What would be a good reward for the students?

What do you do when your students find a text book discrepancy?

What effect doe's Instructor style have on the students overall performance in a course? Are scores improved in a structured but friendly enviroment?

How can you motivate students with very low self-steem

I believe that in order to teach objectively to all students, you have to be honest with yourself about your own learning style first. As humans we will usually seek out the easiest method of doing something. If we don't learn and understand what our own style of learning is, then we will usually only teach in that style to the students. By learning the different styles, and our own, then we can re-adjust the way we present the information to all students. So that more will comprehend the information at hand.

In order to always be prepared to start a new class I created a step by step check off list for myself. This ensured that I covered everything each new start.

I have learned that I can use my students to help me become a better teacher. Whenever I have a class that struggles I try new methods of delivering course content.

I have found that constantly evaluating students during a practical exercise gets them ready for testing. As I go through the prelude to the exercise I ask questions as if I am a new student and unaware of what I should do next. If they are performing and get a result different than what is expected, it is a time for leading questions as to either why this result was achieved and what does it indicate. I have found that questions as an opportunity presents itself helps with the test scores by helping me evaluate my teaching skills and adjusting accordingly.

Any advice for getting tough with students who do not work on assignments. It gets hard to want to give the extra effort to students who do not seem to care about school. I hate to give up but at some point it seems like a lost cause.