One size fits all does not work in a private educational institution with a customer service orientation. And, yes there is the reality that profits must be made. The better approach is use a lot of in-class activities that allow individual students to use their own means to solving problems, etc. It also literally mandates that they be allowed to advance in the course at their own pace.

The reality is that there have always been public and private educational institutions. How do contemporary well performing private educational institutions manage the contemporary perspective of "getting what I pay for" from students?

Retention is a big issue in the career institute. all this schools are for profit organization. For them to survive they need students and keep them till completion of the course. For the instructors if they also needs to be involved in the retention process then it is a problem. Instructors will try everything to keep them in school. Make them pass the class even they fail. Will give them attendance even they did not come to the class to maintain their percentage. So, it is better retention process to be done by the advisors or career service dept.

Thinking about getting students motivated and involved in class, I thought having mini lectures and having students write down their questions. After the mini lecture, having the questions be more of a class discussion for everyone to learn further which will assist in critical thinking. Is there a way to somehow get everyone to participate especially the ones that are not as motivated in this type of activity?

I really enjoyed this section, and with nursing students I can really have an impact on this type of case study and surprises through in. This will make for a more fun and upbeat experience.

I will agree making classes fun is important to engage and retain students. My classes years ago that were fun even getting up and doing math problems on the board helped move us students around. When I was in my bachelor's degree program sitting for four hours at one time with just lecture did not retain many of us, and lecture was hard to keep most engaged.

During my practicum experience many faculty members complained about students that were able to get in to the program that were not able to hardly speak English (The instructors felt the entrance exam was too easy). They felt they were taking time away from other students that needed some time also. What is the best way to accommodate all involved if you have a student that needs more attention related to ESL?

I tell my students they have to be self-motivated, intrinsic learners. Motivation must come from within. I also tell my faculty that in the classroom they must motivate extrinsically and be role models to our students. Students need a hero, someone they can look up to. By sharing personal stories and issues they encountered related to the field they will motivated students to see the end goal.

how do we motivate the one person in class who is so hard to get thru too

I found that rapport is easy to get with students, but I have some problems with homework and the load they think it brings. this causes stress for me personally because we do most of it in class. where is the cut off line to what you should do

having students know that we are a "safe haven" for them is important sometimes the only person they can talk to is us. by being fair and impartial we can help them.

how do we as instructors diffuse the drama before it overtakes the class. The problem I see is while attempting to redirect it ends up involving everyone.

I used the pair-think-share technique in my criminal justice classes, I found the sharing was more in depth and insightful after implementing the technique. Additionally, short quizzes prior to a major examination; was appreciated by the students. Seemingly, giving them more confidence in preparing the major examination.

encouragement

Hands on keeps them focus

Make it interesting!

This is being able to relate to the student!

In my 4 years of teaching at a Career College, I can count the number of times I've had my students work in groups. Now that I have taken this course, I am excited to try it out toward the end of the term. The old cliché of "two heads are better than one" comes to mind. If I am able to put students together in small groups, I believe they will be able to motivate each other in different areas where another group member may be lacking. As a result, the best possible outcome should be obtained through a planned group effort.

I had a great professor in college who, in introducing different kinds of public speaking projects, actually performed the introduction in the method. It was a great way to get an example of how the project should work. And it has stayed with me for 20 years. Now, when I have the opportunity to demonstrate a skill as I am teaching, I have found that it works far better than describing the skill and then moving into a lab to work on a project. Showing is better than telling in many cases and then, the hand-on practice just supports the demonstration.

I work in a field where projects can be technically completed, but are not "finished." For example, a student might edit a film, but the final work doesn't flow well. It can be hard for students to understand, particularly students who come from non-US culture. In some cases, I have students who feel that once they have completed the basic requirements for the work, they are done. And the project should never be touched again. In film, that doesn't work... as the film could be terrible. How do I approach a student who has grown up in a culture where they don't understand the nuances of the art of the work and only understand the strict outline of requirements?