Bring in a guest lecture from a non-traditional educational background that will show how that individual was able to succeed (in light of age, financial ability,and family support or lack thereof.)I have a contact of a full-professor from the University of Akron that would be willing to do this. I am sure that other instructors can do the same thing.

By implementing ED102 into instructional methods; the instructor will be able to utilize a broad and diversified range of educational concepts that will help create an inclusive environment for the students.

The very first activity should be peer introductions. I feel it's vital to retention when everyone feels included. What I do is allow each student to turn to the student to their left and to their right and to personally introduce themselves. This is a great way to build rapport and familiarity among everyone. I do this regardless of their time in a program and notice a big difference in their attitude towards each other. This is one of the first things I do even before I hand out the syllabus. It works well and I get to see who is or is not going to a possible behavioral challenge right from the beginning. I watch closely as they introduce each other and I allow time to tell why they are in their chosen program and a bit of background about themselves.

Hello: During my courses I often apply concepts and principles to real world applications. I also try to challenge my students to do the same/or to use their current experiences to apply the material.I feel that if there is not a connection between the class and the working environment then this material is lost.

Hello I have a current student in my Accounting 101 and she is feeling overwhelmed. I have a meeting with her before class next week. I hope to help her overcome some of her anxiety. Any help?

How do you prevent a student from infecting the class with a negative attitude?

I appreciate the idea that adult education is much more participatory. In the past, I have been concerned about covering all my material and hope to let this instruction help me "go with the flow" a little more. Thank you, this was a good block of instruction (ED102).

It is important to set ground rules and make them very clear the first day so that there are no questions later. Students like to know that the instructor cares if they pass or not. Also some students need a bit of help or tutoring and treating all students as individuals instead of as a single learning group helps to focus on individual needs for learning.

New ideas are always helpful in the classroom setting

Information helps to remind teacher how we are there for students and their objectives

Information can be used in other areas of life proving this topic is appropriate

Topic was informative and appropriate for classroom setting

When my students get tired or lose focus, I give each student a 3 by 5 index card and ask each student what they have learned. With this exercise they really see how much they accomplished in accounting, comptuer classes, business communications, business law, and professional development. Another strategy I use is to ask each student to tell me one new piece of information they have learned at the end of class. The students know at the beginning of class what the lesson objective is and they know my goal is for every student in the class learn at least one new piece of information hopefully more. Now this activity challenges me as an instructor because I have some students who know most of the material or have had some of the material in high school, however, this keeps both the students on their toes as well as me.

showing empathy for special situations with students may show that you really care about your students

I feel that refocusing not only helps you to get back on top of your game it also helps you set new goals

engaging students to add input and suggestions for there learning whether you agree with it or not will help the students feel more involved in the learning process

I feel that students do better when they are motivated and encouraged when the do a good job it makes them feel like they are on the right track

Most of the students in our college are there to learn a new skill so they will be qualified to enter more than one field. Some have lost their jobs due to downsizing or factories closing, now they are fearful but need to learn new skills. The adults want the needed supplies to be ready and the instructor to present the course content so that most learning styles will be addressed. Adults want the lab experience to be similar to the work setting or pretend like when they are doing lab that they are on the job.They want class to start on time and end on time. Every now and then one adult will have a problem, they want you to listen, maybe make suggestions but move on and continue to teach the course content.

One hard thing for me is to walk the fine line between babying adult learners and being empathetic. One section of this module talked about the characteristics of a motivating instructor. The traits they included were offering expertise, having empathy, showing enthusiasm, and demonstrating clarity. This is a good list for me. I am great at offering expertise and not too bad at enthusiasm and clarity, but it’s the empathy area that I have the most trouble with. I am afraid that students will take advantage of that. Does anyone have any advice for me on this area?

Greetings all, One of the major areas that I have issues with in this section is reducing the pressure I put on myself. I like to tell my students if don't know an answer, I will figure it out for them. But, my major problem lies with feeling inadequate. I want to maintain a professional image and the respect that they have for me. I am a young educator and I already can feel intimidated. Does anyone have ANY advice for me? Thanks for your advice!