as i get in to the later part of tthe day i do feel sometime that it is easy to loose focus. one way of recharching is try to spend a much one on one time during lab with as many students as possible

keep the student interested as much as you can and make them feel that they are really getting a great education

When teaching live courses, I always check out the room, equipment, and room temperature before the first class meeting. I make sure that I arrive in the class early the first meeting to make sure things are fine too. The biggest frustration that I have witnessed in computer courses is when equipment needs to be repaired and there are not enough computers if there is a computer out of order. I encourage the students to bring their own laptops to class. This not only helps with breakdowns, but it lets them continue working on their own computer between home, work, and class.

One of the largest problems I have is finding the time to work individually with each student to find out their needs/expectations and then to furthermore work with their specific 'individuality' or personal intricacies. I try to spend time during labs with each student to help address these issues as well as being as open to questions and have office time available so they can come to me with problems. Quite often I need to direct them to others within the college setting who are more qualified or in areas geared to addressing specific issues; i.e. financial aid, housing, career service, etc. Sometimes it it to direct them to help in the industry as well. Doesn't always work but being aware is always the best first step.

As teachers we must be very careful not to have preconcieved notions about students abilities.

It is not a good practice to draw conclusions about students based on experiance from previous instructors.

We have all been the learnee. (Student) I know that I base alot of my teaching style on those that I learned from as well as those who taught me to teach (trained me).

Every day we line up to do "Brigade". As a classical French Culinary school,we get the opportunity to greet and acknowledge our students daily as class gets started.

What do you do with the student, older or younger, that will not let an issue go.

I teach math, but I think this point applies to most or all subjects: Early in the module when discussing 'learnativity,' we are told that case studies and other student interactions with material are important for a number of reasons, not the least of which it gives them more ways to remember the myriad things thrown at them. While this is true, it's only a good idea if they understand the principles behind the interaction. In other words, a student who only knows, for example, how to apply the Pythagorean Theorem to one situation but cannot tackle a question written in a different way hasn't actually learned anything. A recent study of standardized testing showed that students accustomed to a certain kind of test do not do well if presented with a test, say, from another organization. In other words, they know how to answer questions written a certain way, largely because they practice questions only in the one format. My point, then: do not rely only on student interaction with material. If they can answer that question but cannot transfer the knowledge, they are no better off than they were before.

Language becomes a key problem for those whose English is not a first language.

Students of all ages recognize (and usually resent) disingenuousness. Don't try to be someone you are not. It's certainly important, as this module suggests, to build relationships with your students, but it doesn't end with a "What's new?" at the door. I tell my students (middle school) that my classroom is my playground, and I'm going to have fun whether they do or not. Some of them do find that a bit off-putting, their teacher taking an altogether different approach than what they're used to. But most end up learning a lot in class, and are eager to be there because they never know what Mr. Cohen is going to say or do next. I can't be that dry, stick-to-the-curriculum-the-way-it's-written teacher. So when I teach about gravity, I ask the students to consider this situation: an aide in our building (he weighs 300+ pounds) and a specific teacher (she can't weigh much more than 100) are on the roof. There's padding below, so they won't get hurt. they jump at the same time -- who lands first? I'm thinking this is not the way most people broach the topic, but my students get it pretty quickly, and have that means for remembering it discussed in the module. Having said that, I know my style wouldn't work for everybody. I wouldn't even suggest that anybody try it, to the point I've resisted chances to this point to have a student teacher because, from a technical standpoint, mine might be more the "How not to" method. But during any class, it's firmly established who's in charge and what we're there for. You need to establish a rapport with each student to be sure, but you almost much inject a lot of yourself into each session. I always say if I'm worn out -- physcially and emotionally -- at the end of the school day, then I must have done my job well that day.

From my own experience, I can attest to the differences in student motivation based on age. As an undergrad right out of high school, academics were not my top priority. I was like most 20-year-olds in college: the social life came first. My grades were well below what I was capable of, and this became even more evident during my junior year when my father became terminally ill. My grades improved dramatically as I took more serious approach to life in general. I never imagined myself in grad school, and it was about 15 years before I went ... the first time. I maintained a 4.0 through much of it, and actually felt it ws a burden in some ways, because, while i had it I wanted to keep it. I fell a little short, but completed an MBA with about a 3.8. A few years later I went back for another Master's, this time in teaching. Same situation, a 4.0 for the first semester or two. It was a relief in some ways to get a B. I finished with about a 3.93. As an undergrad, grades were almost an afterthought. As an adult, I was driven to succeed. This applies to many -- though certainly not all -- students in these two age groups.

do not let the class become a gripe session but it is impoortant to be attentive to the student needs and concerns and offer assistance usually by refering them to the correct department personal to help them with a particular concern. Ultimately you have to keep control of the class and move on

One way I have found to motivate students is to find a way to challenge each one of them. Often times it is a different motivating factor for each one. For instance, with one student it is how to improve on a quiz, another might be to become more proficient at a particular technique. And luckily there are self motivated students who challenge themselves each day, those are the ones you just have to give a little nudge to.

always try to put yourself in the students seat and make ssure what you are teaching is understandable, interesting, and most of all going to give the student a positive outlook for their future

always keep your classrooms positive and uplifting for the students and the retention and learning will always be high

always make youself approachable to the students so they will gain positive attitudes and results

Many might learn better when they have fun. I am saying this based on experience; I have had many students who enjoyed interacting in class and learn when they are interested on a subject and are having fun - to the point they forgot to take their 20 minutes break. David Moradian

I think motivating students and providing them feedback are two of the most important goals for each instructor. Constant feedback and encouraging students and motivating them are essential for each course.