I found it very interesting that armona therepy ie.scents can ad in learning as well as medical isuue. I knew peppermint and lavender was good for migraine mangement and I'm going to try and just see if this makes any difference

Should active learning be involved in every course?

I have had a lot of experience as a public speaker.I find I must communicate differently as a teacher. One form is straight direction. and the other as "teacher" involves knowing the whole student including learning styles personal styles and languages. I teach in a multilingual school and a word in English may not carry the same meaning in their language. what are you thoughts on this problem?

This section was insightful and informative. The different lecture types will help me prepare for successful classroom sessions. Also, knowing that we only have an attention span of 15 – 18 minutes, this will prevent future brain overloads during lectures. Finally, I love the idea of note cards, this concept will help me stay on track with making the key points during class.

I teach adult learners from 18 to 65 years of age. This course has really been helpful in understanding how I should be incorporating the 3 learning styles. I especially like the Harvard Business school videos.

Yes, wait time is very important and after taking this course I have realized that I don't allow ample time to student to think and respond to a question. It really helps students when they are allowed little to receive and respond.

Perhaps the motivation to learn and accomplish by the affected student is the key to eventual success. Adults, in my experience, tend to be more closed about their learning hindrances, than are children (damned ego). However, caring and creativity will provide support for the student's need; and "need" is the precursor of motivation to satisfy the need.Dysgraphia presents a terrific "reading challenge" to the instructor. Fortunately ijn today's educational environments, "keying is king". Those ithout access can be allowed to complete assignments at school; rather than having to take them home to write-out. Or, oral presentations provide a better opportunity; especially since most afflicted with dysgrahia have compensated by developing stronger spoken-presentation skills. Just inquire; care; develop an agreed plan; and congratulate efforts and outcomes.

Students need to be given the facts using lecture, class discussion, PowerPoint presentation, and guided notes. The next day have an activity that reviews the prior class objectives. Now the instructor can see what has been mastered and what needs to have more work. Then I would make a simulation that encompasses both today's and yesterday's new material.

I have found that more times than not, I asked the question in a manner that was "over their head" and the "prompt" mode would come out in me. Once we were on the same page, I could ask more "what if" with more thoughtful answers from the students.

Students will complete an activity/simulation then go back and ask the questions: Would I do the activity/simulation the same way? Would I try another process to complete the same activity/simulation? This I hope will help the students to think about what learning that took place in the classroom.

Every student needs to have his/her own personal space. Students tend not to do well if they do have seating/space challenges in the classroom. I like for my classroom to be bright and the walls full of influential sayings that will provoke critical thinking about the career that most of my students may enter.

Adult learners are predisposed to "idividual effort" from their many life experiences. There is an initial reluctance to submit to guidance or suggestion from other students. Administering a short, "bubblegum for the brain" quiz or problem they attack together, and have it unrelated to the course, allows an initial period of commraderie and buffering of their resitance.Then they can take 10 minutes to question,discuss, and explore their individual differences and experiences; but too, they can realize their commonalities and mutual motivations for being in the class.

I have found in my Document Processing/Word/PowerPoint/Spreadsheet classes that the first most important part of learning is developing two-way communication. I try to get to know my students as soon as possible--which means their interest inside and out-side of school. If they participate in an event I try to attend and then mention something positive about the event in the next class session. The students really appreciate me taking my time to attend most of their events. I also try to apply every learning experience in class to their interest which really helps the students see the purpose for learning the subject matter. Always say everything in a positive manner helps the students to feel good about themselves.

Adult students want to know the instructors knows "their stuff", but he/she is also determined that the students must learn the knowledge to empower and enhance their outcomes.Exhibiting a "spirited" approach to the physical, mental, and emotional aspects of classroom instruction is essential for getting attention; retaining interest; and promoting relaxed learning.

I try to use both types of questions in class. I have found using more open ended questions gets the class discussions going better. Once someone starts to talk more all students seem to follow

I am absolutely excited at the thought of using a microphone or talking stick in my next econ class. My question is since it's recommended for occasional use how do you know when you have crossed the line? How much is too much?

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.