I am a new substitute instructor. My concern is how to move into the position and continue the flow that the regular instructor has set in motion, when I'm only there periodically?

Part of the first day emphasis is to make course objectives clear to students. But if a student misses day one, due to either late registration or any number of external factors, is there a proper route to get them caught up just to make sure they're on course with the course objectives? What about pretesting? That seems like something they would hardly do for homework, or come in early or stay late to do. Do you just skip the pretesting for these students?

How do you go about motivating a student who doesn't really want to be there? They often show up late, or not at all, don't do large portions of projects and homework, and don't pay attention during lectures. How do you help someone succeed when they've setup personal road blocks?

Active learning involves preparing course content with the correct amount of lecture, discussion, thinking, demonstrations, assigned projects and analysis.

Can demonstration and factual assessments be combined together?

Evaluation of students is a very valuable tool if used correctly. A test should not be used as a negative to the student. It needs to be used as another learning tool.

This is somewhat invalid due to some students being introverts and not wanting the attention that answering a question will give them. The instructor needs to recognize this issue and takes steps to draw out these students.

The instructor needs to incorporate all of the learning styles in order to reach all students especially in the trades field. The instructor needs to draw in the students from different learning styles so that they become more proficient.

The course mentioned paying attention to red/green, because that is the combination that is affected by genetic color-blindness, but if you're using a lot of colors where it is important to know which is which, consider making sure that there is no one else with a different problem combination. I have a friend who cannot see the difference between anything from light orange to dark red - head injuries can affect color perception and today we have lots of veterans entering classrooms after experience traumatic brain injuries. Or consider, in addition to using different colors, using different types of lines (dotted, dashed, dot-dash-dot, etc).

In accelerated learning the ability to learn retrieve information can become convoluted. I feel the instructors ability to tie key points of the curriculum to a life experience helps with recall. This helps the student to mentally index information to recall.

Having a high standard of professionalism is important to set an example to students.

I am very interested in working with people that need additional help. Mostly due to the fact that I have had a couple students that are dyslexic and sometimes they need additional help. Any pointers would be greatly appreciated.

Before taking this course I didn't realize how much I was actually using active learning strategies. We have a lot of lecture and I can tell when I'm losing them. By involving training aids to pass around and asking more questions and increasing interaction, I have noticed on lecture days that the students stay engaged longer and pay more attention than if I just stand and recite information. It's become the standard way that I teach my class. I try to have the students involved as much as possible.

How do you structure your assignments and assessments to prevent students from cheating?

What is the most effective way to ensure students have the appropriate level of mastery in your subject area?

What are some specific strategies you employ to inspire your students to engage in intellectual activities above the knowledge and comprehension level?

What are some specific things you do to ensure one or two students do not dominate class discussions?

What are the most common types of inappropriate behavior you face as a career college instructor? What are some ways you address that behavior?

What are some specific ways you provide students with choices that allow them some control over their learning?

What are some specific things you do to get your students “ready to learn” at the beginning of a class meeting?