Teaaching at the school whare I was a student I know what the student is going thru so I can help them better.

It's so easy as teachers, espcially those of us with logical minds, to approach teaching as an efficient, orgainzed, step by step enterprise. This is ok, if students feel you CARE about them. In other words, we cannot let the efficiency get in the way of really caring about our students. And if we need to be flexible, so be it.

The idea of having fun, being creative and spontaneous in the class room becomes a very good learning active for the students, besides breaking the "Boring Lecture" you have shown the students that there is another side to their instructor which allows the students to gain a little more respect for the instructor, this process allows both the instructor and the students to create a atmosphere that is open & positive in the classroom/lab.

Showing the relevancy of the subject matteris important.

1. Remain positive! 2. Provide opportunity for success! 3. Be excited! 4. Teach teamwork. 5. Praise students in public. 6. Teach problem solving skills. 7. provide opportunities for students with various life experiences.

Student-faculty interaction has a strong impact on student satisfaction and retention. Research studies correlate successful retention strategies with students who feel the college is truly concerned about his/her academic success and well being.

Give the students options and have the students make the choice. Ask the students to assess their own needs and come up with solutions on their own. Ask leading questions to get the students to discover the correct answer on their own rather than giving the answer yourself.

The more paint questions the class answers the more enthused the class gets.in our classes the phisical part of the task is a lab grade when lab an class grades are close together the enthusiasum shows how it can reflect on retenion.

I have learned listening an talking to students makes me aware of there different learning abilities form classwork to labwork.learning your student stuggles gives the instructor a positve starting point on class assignments.

For me, finding a common ground with the students seems to help the most.

One thing that I do when my class starts on day one is a brief biography of myself. I then go atround the classroom and ask each student their name, where they are from and why are you here. This has been very helpfull in getting a good flow to the room.

always empower your students they will feel better and take more ownership.

some students have needs that the instructor may have to inject some motivation or guidance to help them deal with that issue.

Recently I have gone back to school and it has helped me as a teacher, experiencing the student life makes you remember the fears, confusion, hard work, and excitment.

I find that with most people givin the opportunity to express where there intrests lie, creates ownership and sometimes even leads to learning together as a group.

I am new to teaching in a school but having been doing it in my profession for a while. I found that listening to what students have to say will solve many of the issues that may arrise in connecting with that student and any confusion they might have, may it be the content or even giving you insight on how to approach them better with the information.

The greatest motivator I have ever had was my high school football coaches. They had a very unique talent of crticizing lackluster performance, while at the same time encourqing us to always strive for excellence regardless of the environment or the opponent. If, as instructors, we can all become coaches in our classes, we will find a much greater effort from our students and they will strive for excellence.

It is important to keep our students motivated and set an example.

Due to the vast variety of ages in my classroom, I find that my biggest challenge is helping my older students understand the reasoning and the logic about the order in which quizzes and tests are presented. I find that my students complain because they want tests and quizzes to be in the exact order or with the exact terminology in which they read them from their text books. The majority of the time I find myself having to explain the tests questions to them and for the most part students know the answers as long as I take the time to explain it to them. What I find is that these older students do not want to fail and therefore their fears kick in when a test is presented. Has anyone else had this problem? I would like to hear your suggestions.

This sourse is very informative.