The instructor must be cognizant of those students who rely on others to do the assignment for them.

I feel fortunate that I am able to teach material in class that I really enjoy and am enthusiastic about. I think that it can be easy to forget how important it is to give students some highlights of what will be covered to get their minds going and get them excited about the topics to come. Enthnusiasm is contagious and sharing your enthusiasm with the students can help them retain the information by keeping them engaged in the subject matter.

I have found it helpful to distribute a course outline at the beginning of the course. This which gives the student an overview of what the course will cover.

I've recently started teaching a new group through the first science-based class of their course. As I haven't had much experience teaching this particular class, I adapted a syllabus from a previous instructor. What I did not realize when planning the class is the time between quizzes. We meet weekly, and the first two quizzes have been on the 2nd and 4th class period (2 weeks in between). Most of the students have struggled through these 2 quizzes. My question is: what is the best timeframe for quizzing students? Am I expecting too much from them with every-other-week quizzes? E. Young

When teaching a general education 101 course at a career college how have some of you or instructors you know helped students remember the purpose for taking your course? I find it is sometimes difficult for the students to remember why general courses are requirements and not silly administrative hoops to jump through.

As a new instructor and watching some of the other instructors and their test choices, it appears most do a variety from all of these topics discussed. T/F, multiple choice, short answer, and essay. Much does need to assess the critical thinking skills of the students.

I have seen this in past classes that I have taken; however, the instructor never collected them to evaluate. I can see this being an effective tool if utilized correctly.

This subject material will all come in useful for my classes. As a new instructor, I can definitely benefit from this. Especially the shy students, and how we can reinforce their input if they do participate in class.

I liked the idea of doing a learning styles assessment on the class. This would assist with teaching to accommodate all learners. I plan to use this idea.

What in your past has been the most effective way to deliver course content to a broad range of students (ages and diversity)?

What are some great openers that you have used that were effective for meeting your class for the first time? It was interesting, my son just started college and he said his instructors did not use anything creative other than a basic back ground.

How long on average does it take to create a presentation for each hour of lecture? How long do you give your students in class to review a case study before presenting it? I plan to break my lecture time up to allow my students to refocus as I remember how hard it was to focus on long lectures without media, case studies, student lead learning etc.

As a brand new instructor it is amazing how supportive the faculty is as a resource. Just as I have done research on what assists in helping faculty with a faculty to student ratio of one to twelve during my master's practicum during clinical rotations. There are many resources out there, and one great idea I can share with you all is related to concept based learning. It assists the student to bridge the gap between theory and clinical.

Since there is a different learning style for everyone, would it be to confusing to try to combine all the styles together to accommodate all the student's & their learning styles?

If first impressions when starting the class should be good, how would you end the class so that the student is intrigued enoughed to want to return each day to learn?

How do you go about creating a learning enviroment that is not to relaxing but calming enough to motivate the student to stay awake and show enthusiasm about participating?

If a student have a possible learning impairment that is not informed or brought to the instructors attention during class, how would the the instructor be able to decipher on how to keep the student attentive? I know keepingthe students attention is very important and show be a top priority but if the impairment is unknown how would this be rectified?

Most of our learning is hands on. So it is always a challenge to cover the other aspects of learning and recognize the people that need extra attention.

When you are in front of a classroom filled with adults, I have found that teaching professionalism is the most difficult thing to do. Most of your students, being adults, have already been set in their ways about things. it can be very challenging to change their minds. Showing that you are a professional, and walking the walk, so to speak, goes a long way towards getting your point across.

The first day of class we set up a table and lay out there Id's and greet each student to make sure they fell welcome.