I think there are few replacements for enthusiasm as a teacher. If you are bored, the students will probably be bored as well. Now, I teach math so I am challenged with bored students daily, especially the poor content that most of math teachers are FORCED to teach. Over 13 years most students have said that they appreciate the fact that I was enthusiastic and cared about what I taught. What do you think? Can a mild tempered, soft spoken, calm, unenthusiastic teacher truly get the message across? Scott

I teach an Algebra course to prospective chefs. Many of them have not had this class in several years, while some of them could pass the final exam on day 1. I have been catering to those who need more help, and letting those that understand the material to work on their own, but I can tell they are bored. Any suggestions?

Of course, a test must be created that covers whatever content was gone over. I personally prefer matching and true and false for my comprehensive tests; every instructor is different. Sometimes, students will seem a bit apprehensive that the testing will be an essay or short answer. I like my students to know what type of test they will be doing before so they know what to expect.

In teaching oral communications, a comprehensive (written) exam is not a true litmus test of how much a student has learned. In oral comm, what does matter is how much they have progressed in making a speech before their fellow students. Are they better than when they started? Do they make the appropriate eye contact? Posture? Is their voice loud and clear when speaking? This is tested throughout the semester and a final speech is the hope of that the "growth pattern" shown throughout the semester in making various speeches (mistakes and all) will come to full maturity.

does anyone have thoughts regarding the exercise of anonymously polling the class as to what they found helpful during last session vs what could be done to better help them understand during the last session ? part of me says this projects a sense of caring to them , then the other part of me says this may dangerously project a sense of uncertainty to them . welcome your thoughts .

If there is one thing I do enjoy doing while lecturing it's throwing out questions to my class. One of the things that was mentioned in the module was that students in a larger class tend to be more timid in asking questions (paraphrased). I will also add, so do students in small classrooms, too. Again, students don't want to look dumb in front of their peers nor do they want to be scolded by their instructor for giving the incorrect answer no matter what size the classroom is. The only difference is that, in a large class, they can "hide" or be overlooked much easier.

I teach a class in mechanics. I use PowerPoint, printed hand-out material, lecture, demonstrations, and finally student lab. exersizes.

As a new instructor I was very intimidated to walk around as I thought this may have been a sign of nerves. After taking this course I am more at ease at this and have been able to understand the inner workings of the classroom better. I can see things from a different angle and students also seem to be paying more attention. I have also implemented the note card suggestion. This has allowed me to stay focused and seem prepared.

I would be lying if I said I wanted to try new methods of teaching styles. I'm quite comfortable where I am with my lecture style method of teaching since, after all, it is a oral communications class that I teach. That's not to say that I would not use bits and pieces of different styles if need but, but my preference is to lecture.

Positive reinforcement- can be very changing for the student that for the lack of a better word is "all thumbs" I look for any small item to start building i.e. even as small as being on time and in proper uniform - this has helped me turn around several student in my time teaching!

I find that Visual learners use color to help in the learning processes, i.e. memories tags and to high light information

I employee group discussions in most all of my classes. I find this is a good way to hear the students address problems. It seems like they are more likely to ask questions among themselves then ask out-loud. I also employee observation as they are in group setting. This way I can see how they are interacting and what questions/confusions may arise.

Predominantly, my style of teaching is lecture. In a oral communications class there is not much in the way of "hands-on" so lecturing takes a front-row seat. What I like about lecture is that it prompts questions in both myself and my students and can, at times, engage us both in meaningful discussions of the subject matter at hand.

Like any instructor, I am nervous about meeting the new students in my class, however, the first day of class does not necessarily mean that the first impression is the one that will predominate the rest of the semester. I have had semesters that started out good but somewhere along the way the student dynamic changed and by the end of the semester I was glad that class was over. And the reverse can be true. It is interesting how the student dynamic changes. You may start off with expecting a particular student(s) to do very well only to see them drop off the radar before the semester is over, only to find a student(s) that kind of "hid" in the background early on becomes the "unsung hero."

I have to admit, I need to do better with planning. That is my goal while I am on break. Sometimes I feel as though I am "flying by the seat of my pants" and that's not fair to the students. Mind you, the subject that I teach, oral communications, is a fairly easy one and a class which does not vary all that much from one semester to the other, but it can be more challenging and that is what I hope to accomplish by the time I start my next semester.

Of course, as the material points out so clearly, you are who you are and to be someone else will work as well as wearing a small glove on a big hand; not a good fit. However, you can, as I call it, "channel." And what I mean by that is, like the text material points out, emulate a former teacher of yours that you admired for whatever your reason may be. For example, there are two that come to mind for myself: my third-grade homeroom teacher and my 11th grade social studies teacher. They were both very different personalities, but sometimes I can see myself acting like one or the other when I teach; it seems to work out for me. One of the cons (sometimes, anyway) for me as a recent college graduate, and former non-traditional student, is that I tend to find myself identifying with my students rather than with the other educators at my campus.

Do you feel that diversity can also be students form different generations?

How can you pick up if a student has a minor learning disability?

I have a few Spanish speaking students and when I give the students time to work together, not in groups but as a whole, a few of them collaborate in Spanish resulting in leaving some of the students uninvolved. How can I eliminate this without any disrespect to the Spanish culture? Thank you for your much needed advice, Sincerely, Tammy Gorman

Choosing the appropriate encouraging words is slow going at this point. I'm not negative by any means, but I catch myself using the less appropriate words all the time since starting ED107. I've noticed a difference when doing it right. Any tips for while I'm thinking before I speak? DD.