WE NEED TO BE GOOD ROLE MODELS FOR ALL STUDENTS, YOUNG AND OLD.

Education provides benefits for pupils of all abilities and aspirations. Success in the outcomes of education results in pupils who are better informed and have more positive attitudes and better skills for life beyond school. Successful programs meet the needs of higher achieving pupils, as well as those with additional needs in terms of learning difficulties or challenging behaviour, or those at risk of exclusion

As instructors do we recognize students with specific needs and disabilities? Are we patient enough..

I like to use an exercise where i have them think how the food item is processed before they receive it. Example we all know that ketchup comes from tomatoes, but what type of tomato? Where are they grown at? What are the initial processes that this product has to go through before we receive it. The results can be quite rewarding to both the students and the instructor.

I have a question of need to all of you. Lets say that you have a class of students who are angry and frustrated with the schools policies and brings this negative energy into the classroom every day. We do our best to keep the energy positive, but in the end it always turns negative. Could it be a case of senioritis or a case of why bother anymore.

I find that by acknowledging students who follows your direction well and meets the competencies goes a long way in boosting their morale. But i only allow them to cherish that moment for that short moment so that they do not become over confident of themselves.

Often times we have a student who has special needs and many times we are not capable of assisting these student of need. How does one accomodate these needs while trying to dedicate your time equally amongst your class? Any feedback would be greatly appreciated. Glenn

I was told by someone I admired, that you should always praise in public and punish in private. That stuck with me and I practice this in class.

Although it is tempting at times to come up with an answer when you are unsure of something. I find the best answer is "I am not sure. I would like to get back to you on that". But, be sure and follow through.

I find that students look up to us as instructors. They may not aspire to be an instructor, but they appreciate our knowledge and experience. It is important for us to always keep this in mind as we try to deal with our daily challenges. We need to leave it behind us and put on our game faces when entering our classes.

One of the biggest problems that I have encountered as a teacher is identifying students learning disabilities when they are unwilling to be forthcoming about them. It is important to show empathy from the get go when addressing this topic. The student needs to feel comfortable sharing this information with you. You must instill trust.

I take this subject very personally. I am a hearing impaired person. During the Culinary Supervision and or Law class; this is when I introduce the subject of reasonable accomadations to the class using myself. I think why I am successful with explaining this is I use humor. 99% of the time I have at least 5 -8 students stay after class and ask me questions about my disability. The goal is for the students to look at the next deaf person they see and be more positive.

keep your references to correct results of what the potential of the material you are teaching and how it can benifit the student

As instructors, we must remember that students take their lead from us to how they will approach the subject matter. We must choose each day to make the learning environment pleasant and comfortable in order for students to be able and willing to learn and retain the material at hand. Lead by example, and leave all outside pressures and concerns at the door.

My main teaching background has come from instructing seminars and training sessions in a business setting for products and processes that I have helped create. The classes have usually had a diverse age, cultural and educational makeup of attendees as I suspect many career colleges have. What should I expect to be different from the business instruction setting to the career college instruction setting as related to student retention issues?

I have found adult learners who are digital immigrants, so much so that they cannot even operate the mouse. I find these students to be easily frustrated and major consumers of class time. Typcially, I encourage their peers to assist them, volunteer my time as much as possible, or ask them to come in during office hours; however, sometime this seems to be a very significant attack on their egos. I've seen older students in tears because of their lack of computer skills/knowledge. What are some approaches you've found to be successful when dealing with digital immigrants?

As an adult learner, completing my Master's at 43, beginning at 41. I agree with all the age diversity points with the exception of groups activities, especially for a high % grade. My goal was to receive A's for the first time in previous education. Group grades may prevent the completion of that goal. My only B + out of 12 total grades was from a group project.

A student must find a practical application to the majority of class content. This gives them and opportunity to apply what they learn to "real life"

I try to keep an informal environment in the class room. I find even shy students are more apt to enter into discussion. I set a tone of mutal respect in the first few classes and let discussions flow. They usually due and can become lively debate.

In my years of teaching both in the K-12 system and at the post-secondary system is that there seems to be a pervasive lack of responsibility on the part of the student. I try hard every day to have an open mind and shephard my students toward success but it is hard when you get a student who refuses to take responsibility not only for their own actions but also for their own learning. Like everyone in the class I have hundreds if not thousands of stories about students who fail to see the value and importance in working hard and learning. I realize that much of this is due to personal frustrations they face everyday in their life such as: struggel to understand the content, money problems, learning difficulties and most prevently personal problems. Not only do I work to understand their learning needs but I work to understand their life situation. I have found this is the one of the main factors that will lead them to either failure or success. I also keep in mind that with every negative story there are positive stories of students who have turned around, faced the hard facts and accepted responsibilty. Early on in my career I was told "You can't help every student, focus your energy on those that are more open to help." That is not to say you let the other students dangle on failure but sometimes giving students space can help them see the light. In addition, if a student has been difficult with me, but then comes around and asks for help, I never bring up the past. I am always very upbeat and positive with them and I feel success when they ask for the help. Learning opportunities sometimes come at the most random time, it takes time and patience to know when one has arrived.