I think that it's a bit too easy to overcompensate time on task when working with a student with a disability for fear of not meeting their needs. I think in doing this that we short change our other students and end up letting the students we make accommodations for get away with sub par work and poor attitudes which, in the long run, is not beneficial to that student. While I'm on my soap box I'd like to add that I think it's ridiculous that I have to have documentation if a student needs specific accommodations. I have, in the past, read tests out loud to my whole class and asked them to write their answers down on a piece of paper because I had a student who was to poor to get documentation for her disability.

Over the past 7 years I have worked with several students with disabilities. My approach is to offer them variety of learning materials, visual text or demonstration. I find that combinig different delivery methods is a great way to reach a student who is stuggling with course materials.

All types need the same input from us.

High technology is very helpful nowadays. Saves time both students/instructors.

understanding the different types of generation will give you an idea of what kind of student you have.

Understanding our students will give us an idea what they need.

Over the past years I have worked with many students with disabilities. My main focus is to help them with a variety of learning methods. Often times these methods will include memory association, written and verbal guidelines, and overall sympathy to there needs. What methods have you used?

No, no, no and NO. I could not believe I read this: "One simple way to identify with Gen Y students is to make your number available to them for contacting you." This is the absolute LAST, and I mean LAST thing any educator should do. If you think I'm being over dramatic, watch this link: http://www.myfoxhouston.com/story/25034390/2014/03/20/students-teach-students-how-to-get-teachers-fired-tutorial I find it laughable to think that anyone would be a proponent of a student having a teacher's phone number, and it won't cause issues. Come on now! Any educator should know that there is a line between student and educator, and to say that line should be crossed is ridiculous. We aren't friends with students, it's that simple. I don't care what generation a student is from, there is no need to give out personal information to any of my students, and I don't care to ever do so. Even if this was only a "suggestion" about giving out cell numbers, it is bad practice, misleading and downright detrimental to an educator's career.

As a chef instructor, I find it hard to tell my students to not use their phones for notes. Even though I tell them to write it down on a notebook, they go home and copy it onto their notes application on their smartphones. I often catch them on their phones, not reading the notes that they claimed to have taken. I understand that it would be wrong to ask them all to put their phones away and only rely on notebooks, but I don't want to be unfiar to those who are genuinely using their phones for the right reasons. What would be the best course of action to take? -Gabriel

There are many veterans in my current classes, and I wanted to find out about learning activities to help engage the students who are veterans.

Do Gen Yers really struggle with failure because of the special treatment received by parents or the "participation trophies" or is it more simply that the economy is in a far worse state than it was in 1980s. Are they having to work harder to earn less?

As a member of Generation Y, it is an odd thing to be labeled as such when I am in a position of authority. The benefits, I suppose to this understanding is the fact that I am teaching members who are baby boomers and a part of Gen X.

It seems to me that my younger students, say those in their early thirties or younger, have embraced technology to the point of not needing to retain information. Many of them see the internet as their bank of knowledge that they can refer to at any time to gather facts, and that facts equal knowledge. Having a keen ability to do an internet search, and quote things found therein, in my opinion, does not constitute "knowledge". While I believe technology is an excellent tool, it is only that, a tool, and like most tools, without the knowledge to know how to get things done without it makes one venerable and is a setup to fail.

One of the issues, for this cohort is a lack of experience in writing essays or answering essay questions. Many of these students write the way they speak, which is to say that they use slang and acronyms; rather than write out the word "you" they use the letter "U". Their spelling is poor although they have the benefit of "spellcheck". What can be done to help them learn to write whole words and sentences which make sense.

With "problems" like ADD, ADHD, weird behavior,quirks that aren't the "norm" and other individual traits a person may have. These traits are seen a problems that need a cure, so the students can conform to classroom rules and standards. This way they can all learn the same information that everyone else is learning. My Question is, are we holding back some people who may be great thinkers who would think outside the box and discovery new things or look at things differently to resolve problems that the "normal" people have not. By giving them drugs and counseling to try to turn them into everyone else? We may be preventing them from ever becoming the people they could have been. I.E. weird/not normal people like, Newton, Einstein,Henry Ford, Benjamin Franklin, Thomas Edison, Orville Wright, Wilbur Wright, and Alexander Graham Bell. The list is huge, this is a small example.

I am an automotive instructor and teach about the importance of customer satisfaction, csi scores, language, appearance ect. to students who want to fix cars, but these above qualities are very important to todays employers. Trying to make them realize that they may be the best technician ever, but if they can not communicate with a customer it is all for not now is very hard for some students to get

We do not let phones out at all during each period which last 2 hours. Some students can not deal with it and they try and sneak a check. We have to give out infractions to get them to stop. We need to come to some kind of an understanding on this issue. The phones are part of everyone's life now.

I have noticed that even though these gen y students think that they can do it all, the ones who are multi tasking with their electronics do not get all of the information needed when doing theory. They basically get all of the electronic info, but loose out on good old listening

So I am early gen y 1984, most of my students are also of gen y. I do find it's pretty easy for me to relate with them and teach them the information they need to learn. I do have a few students that come from boomer and gen-x generations. I do find that teaching boomers is difficult. I have to completely change my methods and strip back the technology. Gen-X seems to be easier to teach than the boomer generation but it really is a hit or miss depending on how early in this generation they are.

I love this idea. I have my students create a Plagiarism Contract in week one of my class and it has the same effect. Let them research what plagiarism is, let them tell you what the consequences are and have them write down why they aren't going to do it.