Many of our students may come to us with English language deficiencies. There are many excellent resources and agencies that will provide us with materials and assistance in our effort to offer quality instruction to this learning group.

I have been an instructor for 12 years..motivated students are what makes me enjoy my job. I also am a supervisor at a hospital and the motivated students in my classroom have also proven to be the better employees. The students who are completely opposite..requiring a ton of supervision, never volunteer, need prompting to start a task, no attention span, poor attendance are the students that I would never hire as a supervisor in my field.

listening to the students an what they have to say shows the student that you care about what they are saying

There are some students with personal problems and they use it as an excuse not to come to class or show up to class 1hr late for a class that last 1hr 50mins. what can i do to help them to catch up or to make the effort to get to class earlier or something? help

I was very interestyed in participating in this module. I think that the activites referenced will be useful in many of my classes. I am looking forwrd to incorpotating your suggestions.

I've struggled at times, remembering students names, this is something I plan to work on.

Some very helpful information about communicating with students, as well as adult learners, applying communication techniques.

I teach the beginning course at my school for most of our programs. It is basically a student success course, coupled with a professional development aspect as we are a career college. One of the topics we discuss at length is the idea of the comfort zone. We typically define the comfort zone as the familiar, the situation where you feel calm with no anxiety. While listening about security, this idea kept popping in my head. I tell my students that in order for them to become better and achieve their goals, they must get out of their comfort zones and stretch themselves into something new. While saying this, and doing many things in class to get them out of their comfort zones, I also work hard to make sure that they feel secure enough to branch out and venture outside of themselves. So, my question is, in what ways do you, as instructors, toe this line of getting them to do something new and different, while still helping them to feel secure in what they are doing?

I really liked this idea. I have taken it and formed a crisis based on my tech school problems that could arise. This will be a great addition to the class.

I have found that rewards given for any, and all, extra credit goes a long way. It seems to motivate my students to excel. I will pair them up into groups and hold competitions. I find that it creates a bonding experience for the students and motivates the ones that need a little extra push. Nicol

I found some validation in my practices within this portion of the security topic. In my class students have quizzes every time class meets with the lowest two quizzes dropped. I review the material beforehand by going over the previous lesson's homework with the class, I allow time for additional questions, and then we take the quiz. I originally began this practice to "force" to work with the concepts taught in small doses as opposed to "cramming" before the exam, but I do believe it increases their security with their grasp of the material as well. I let my students know that the material on these quizzes is the same that will be on either their midterm or final exams and that this is in some ways their practice run at it. When I return quizzes the following class we go over the questions as a class which allows them to evaluate what they understood and what they did not and in my belief gives them a better idea of what they need help with or to focus on when preparing for exams.

While I think that many of the suggestions in this lesson would be improvements, including offering to drop the lowest quiz score or giving more options on the assignments, some of these things aren't possible when you operate within a strict curriculum and a syllabus you don't have control over. Does anyone have suggestions? For example, during one specific course, there are 5 homework pages, 7 quizzes, a midterm, an exam, and that isn't negotiable. I'm curious if others have ideas to achieve the same results without needing to change these things. My guess is that the teaching style and in-class activities would make the difference but I'd like to know others' take on it.

SMALL TEAMS SEEM WORK VERY WELL IN MY SITUATION, BY WORKING TOGETHER THEY CAN HELP EACH OTHER OUT WHEN IT COMES TO UNDERSTANDING A CONCEPT OR FIGURING OUT HOW SOMETHING OPERATES.

I am an automotive instructor, I find that sharing my mistakes and showing me students how I learned from them, helps them be more secure in performing task in a lab setting. They learn by my examples that everyone will make mistakes but it’s what we learn from them is what’s important, I find that they do not feel judged and are very willing to share their mistakes with each other which helps everyone learn.

I try to determine if any students are prone to non-participation because they feel bullied or because other students might make fun of them. I actually had an adult student who was very social with classmates and seemed to be an extrovert, but when asked to provide a verbal report to the class he practically fainted! This was a wake up call for me - I never would have believed that this student would become so stressed to present in front of other students! I thought he was joking! Many students aren't fond of speaking in front of others - I try to encourage this type of participation because you never know when a job interview will be in a group setting.

I use the progress reports to stay ontop of the students learning and where they are at in the class. This gives you the opportunity to give them advice on where to improve.

I've found in a classroom situation,using both Inrinsic,and Extrinsic methods,works very well in the proper amount.

After finishig this course I thought back to my classes. I think in my classes I am able to help my students with security by treating them more like co-workers, rather than I am the instructor and you are the student. I also like to have fun in class so it will make them alittle more relaxed and realize that the instructor is a human the same as they are. Once they feel alittle more relaxed they tend to open up more and work harder.

It's great when you teach a student on how to do something. Not just showing them how to do it, but to do it right and give them an extra pat on the back for a job well done. So far, all of my students really appriciate the word of encouragement.

Understanding the student. Some days students are on top of thier game in the lab, other days not so... As an Instructor, we are not just an Instructor, we are someone each student looks up to. They look up to us for not just school stuff, but stuff that also has to do with life. Lets all try our best to guide them in the right direction...