after working with a new student and you come to the conclusion that the field is not for them based on them strugling and not grasping the meterial. you bring it to there attention and they still choose to continue. i then try to prepare them for a much easier area of the field, but not as high as their expectations. would you say thats wrong.

I have found that remembering the student names reinforces their belief that they matter to the instructor. If the student believes that they matter, the quality of their learning experience will be vastly improved.

How do you set up students in work groups and why? Is it better to have groups divided into 1 student with really good Cognitive and Psychomotor and two that do not. Or would it be best for groups to keep the stronger and weaker together.

The class I teach we talk about anger customers, so I bring that part back up to them to get them to talk.

Some times the cheater gets kicked out of school.

One on one chats with students is a great way to really get to know the students.

One method that I like to use which works very well for me since I teach at an automotive institute is relating things to topic that interest students Like when I teach electrical courses I realate many things to the performance aspect of vehicles which works well.

Students have many different reasons for being anger weather good or bad the key is to listen and see whats on there minds.

Walking around the class and teaching gives you the ability to see what's going on in the class and interact with the students instead of standing at desk and talking all day interaction is key.

Explaining that everyone has the same responsibility to be on time with no exceptions and late is late weather it's 1 minute or ten it's still the same thing and will be delt with accordingly

the ability to lay out the cuorse policies objectives goals topics gives the student the direction that the class will take and what is expected of them.

Usually when you have a student or students that aren't focused there is a reason for it. Either there are personal problems ar perhaps they just have no interest in the topic you are presenting. As a facilitator, you need to identify these students early on before it effects there grade or perhaps the rest of the class. If you can relate the topic to something that may interest them or tailor parts of the topic to various situations that may interest said students they will become more enguaged. Sometimes if you have a student with personal issues and they are willing to talk to you about them then you can give situations that other people had to overcome and let them know it is tough to concentrate when there are other situations going on. But there are times where you have to seperate school/work from personal issues. If the issues are bad enough, let them know that schools have counselors to help them through.

Instructors must be careful when addressing student anger. It may be real or perceived. If real it must be taken care of appropriately. However, if perceived it could be an instructor problem and care must be taken.

I continually advise the students that their GOAL is to be successful, not only in my class, but overall in their education. And the only way to achieve their GOAL is to maintain their FOCUS! This simple fact usually brings them back.

I find it helpful if the students use only capital letters with multiple choice (A,B,C,D) this takes the confussion out of decodeing if an a looks like a d. Also, I have them use an A to = Ture and an B to= False. This makes grading quicker.

when i lecture i find my self sometimes leaving students out you always include all the students

As an Instructor you should never put yourself in harms way from an angry person that is uncontrollable. use good judgement to determine if you can calm the person.

I tell my students situations from past experiences,of mine I can explain the relevance of what they are learning and how it will help them in the working world.

I am glad that this course is streesing the syllabus so much. What I have seen over the years that many classes skip this very inportant part of the class and it makes it harder not only for that instructor but also instructors that have to follow them later on in the students tenure at the school. If it is not instilled in the student from the beginning of what is expected of them and also required of them then it creates alot of gray areas especially around grade time!

During my lectures I address the students w/my knowledge of out in the field experences. What happened, what took place & what I did to fix it.