The module discussed the fact that this type of learner needs music for a learning environment. What are some practical ways of applying this in a classroom setting? Playing music in the background may work for a few students, but once when I tried it, some of the students asked me to turn it off because it bothered them. Another time, I allowed a student to listen to his own music (privately on a CD player--this was before the ipod) while he was writing an essay in class. Ironically, I was unable to use that time to grade papers as… >>>

Usually our student is so diverse, often times 50% of our student has experience and 50% is a novice learners. I often talk to the student that have experience to the subject on the sides, prior from discussing it to the rest of the student. This way I can set up the discussion in more interesting face, by using the student talk about their experienced on the focal subject, the negative and positives are discuss in more dramatic ways, by allowing them to hear it based on a real experience. Then we can add all the positives points to remember… >>>

Through my experience, students are usually waning to bring their life experiences to the learning environment such as their work-related activities, family responsibilities and previous education. It’s a way for them to see a reason for learning something. Throughout their learning progress, it’s a natural progression for them to feel the need to connect their past with the present. Perhaps this is the reason why they are constantly asking and seeking to see how what they are being taught is relevant to their career goals. Before I begin my new day’ discussion, I usually explain to the students how today's… >>>

I have found by letting the students help with lecture and demostration helps with the student understand what I'm talking about. Let me give an example if a student tells me he doesn't understand or does not know what that means I will find another way of presentation. I have used noises hand gestures I have incorporated bring up students and making them part of the lecture. I usually get through to the student the one thing I want to emphasize is do not embarrass the student. I have told the class if you do not under stand if I… >>>

I believe this is one of the most important parts of the day. A recap of the days events, learnings. Just last night a student was in the class room I asked what was new today (learned)One student said he didn't know how to remove the second gauge set now he does. And of courses you have the one that didn't learn anything. I thought you had never used a fish scale? answer I hadn't but I figured it out. So if you learn how to use it on your own what it doesn't count? It's funny sometimes how a… >>>

I too have a hard time teaching to the different styles some times I think the learners change the way they like to get the information For example I had a student tell me he had no idea of how we came to a certain conclusion. I went through the same process twice before and the student was successful. this time he bomded my test. I first lectured and explained what I needed for an out come asked question to make sure every one understood. I demostrated the proceedure then the students did the procedure 1 week later the students… >>>

Gardner believed that intelligence as most theorists define it does not adequately display the abilities that humans show. In his theory, one child more superior to another in a mathematical learning process may not necessarily be more intelligent than another child who struggles to learn this process. The other child may simply be stronger in another type of intelligence. It would be advantageous for the other child to learn using a different approach. Gardner theory challenged the traditional thought in most educational systems that everyone can learn the same material in a uniform way. I have over 20 years instructional… >>>

While not specifically mentioned, I feel it's important to note the sensitivity required when teaching adults who are, in some cases, signficantly older than you. I, personally, am 23 and an instructor, while many of my students are in their 30's and older. I find it very important to maintain a balance of equal respect when guiding my students through the course. They need to feel that you are trustworthy despite the fact you are so young, that you are knowledgeable in the field of study, and that your youth is a strength, not a potential weakness. It is easy… >>>