Generation Y seems to be the easiest to understand. The Veterans and Generation X is next. I need to learn the Babyboomers.

Many adult learners have disabilities that have an impact on their education. Also, we are different type of learners. Good points covered in the material.

I like the idea of designing an activity. It keeps the student engaged and interested, especially if you can involve their peers.

It is a major challenge to get students off their cell phones when giving a lecture or presentation. I think all presentations should be interactive to get them up and moving around. It may help w/ keeping them off of social media for a few hours.

Do you believe it's a good idea to have people of all 4 generations in the same classroom or does it add confusion?

I see pretty great differences between Gen X vs. Gen Y. The Gen Y person seems to be more entitled and not as hard working as Gen X. Gen X'ers seem to be doers. There is most certainly a difference in the classroom environment. I've seen this in almost every class cohort.

These guys are so quick in operating the gadgets, that they can make us look embarrassed.

I think we are a composit of exposures to different generational cohorts and we can pick and choose characteristics that may or may not apply to our strategies toward life. Any one agree?

I have had a student who was hard of hearing, and had interpreters in class helping him. I treated him like every other student i had in class and didnt cut any corners with him. When he didnt understand me i had help but for the most part as long as i took it slow when i explained stuff to him on a one on one situation. After my class was over he thanked me for treating him the same as everyone else but helping him when needed

I found that the statement about Generation Y not being wise consumers to be intersting. Their lack of critical thinking skills and desire for certainty and security could lead to unwise decisions regarding purchases and finances. An item that is advertises those attributes could lead to impulse consuming.

I think embracing technolgy and introducing new technology to students is the only way to combat the potential negative factor of distraction. Personal devices with access to entertainment, news, social networks etc. will always pose a threat to a classroom setting if the information being presented in class is not presented in an equally captivating method.

One piece of information that stood out about Gen Y was their ability to multi-task. On numerous occasions I have commented about kids out to dinner with their parents and being glued to their phone or ipad etc. I definitely viewed this behavior as disrespectful and rude. It is interesting that it is merely a characteristic of their generation.

I really enjoyed all of the information in module one. As a child born in 1980, I really identify with characteristics of Gen X and Gen Y. I was a latch key kid in a single parent home, however I feel the distrust of authority as a product of Gen Y events. My parents are baby boomers and my grandmother is a Veteran. I always heard about the different generational cohorts, but learning about the events and characteristics that shape the generations provide a great deal of insight into myself and people in my life. Thanks!

With the right support system, some disabilities can be turned to a more positive experience. An example is a recent deaf student that concentrated on many manual tasks that were of interest. With classroom presentation assistance from an interpreter, the skills discussed in the classroom were turned very positivly in the lab. There were no distractions from other personalities, no noise distraction and with the students ability to focus on the interrpeted information, no distraction from any other outside source. Thid concentration level translated into superior lab skills,evidenced by observing that other students had to ask a second time for direction and instruction, while the deaf student excelled in all manual activities. This also proved that the information in the classroom was correct and that hearing students were not able to concentrate as well because of outside interferrences.

There is so much information readily accessible via the internet that these new students do not want to be bogged down with irrelevant information. My question is this: What does one do with a curriculum that is full of irrelevant information? The information must be taught, however, because it is included on the National Board.

I have a student that was recently withdrawn for SAP. There are obvious disabilities with this person, but never clearly identified them with anyone. He believes taking the same class over and over was because the next class was "full", and that's why he was repeating the class for now a 3rd/4th attempt. He also claims he was an Executive Chef, but if he can't get past Intro to Culinary Arts II, it leads me to only scratch my head. How can someone assist him (or anyone) in a manor where it's obvious, but they're not self identifying, and yet their progress keep slipping downhill?

My concern as an Instructor is that "Will this student be able to perform duties needed in their chosen field after graduation?" I believe that certain accomadations can be made for students with learning disabilities, however if a student is doing par work with extra help, am I as an instructor getting him ready for a career or helping him pass the class. The work may get completed but perhaps not good enough for the real world. Are we misleading some students with disabilities?

I have noticed one huge trend among these youths; why?? Well, the standard answer was "because I said so!" WELL, that just explains everything...I am glad YOU said so!! If we just take the time to answer a closed ended question perhaps with a no, then say "and let me explain why I said no." This is just what Gen Yrs want. Give a reason for a descision, a task, a reading assignment...give them a relevant reason to do what you have asked them to do. This approach works so much better, draws a conclusion and everyone walks away happy and informed. Works for me!

I happen to have a student that is in a wheelchair, and this goes without saying, but he is slower than the rest of the class. When the rest of the students offer him help, he always refuses it, sometimes to the point where he becomes angry. Then when I offer him help, he almost seems to accept it because I am the instructor and then almost shuts down, as if feeling broken or not good enough. I really don't know how to approach him. -Gabriel Alvarez

A few terms ago I had an strange situation when dealing with a couple of disabled students. I've dealt with physically and learning disabled students before, with greater or lesser success, but that term I was assigned a deaf girl in my COM class that had a Master Course Outline which pegged 60% of the grade to speeches. I immediately thought of all kinds of issues, and went to my education director to get an okay on what I wanted to do to modify the class to prevent problems. I was instructed to modify as little as possible in regards to dealing with her, and essentially to not anticipate problems that weren't yet present. So I ended up talking with her and explaining that I needed her to arrange to have the same interpreter that she practiced her speeches with on the days that she gave her speeches. This meant she needed to be allocated a couple more hours a week to practice with her interpreter so that she and the interpreter were in sync and hitting the time requirements. This was almost the opposite of another student that I had the same term. A student continually got F's on his written work and speeches, essentially giving me poor work that had nothing to do with what was asked of him. Eventually (after the point of no return, grades-wise) I went to student services and asked them if the student had been tested for dyslexia or some other learning disability. His adviser said "Wait, let me get this straight, he didn't bring you an ADA sheet when he started the class?" and then put his head on his desk and make a sad noise. We had a sit down with the student and he agreed that when he re-took the class he would actually show me his documentation so that I could explain his assignments to him and check in with his tutors to see how he was doing. Am I the only one who gets disabled students who just throw them for a loop? I know they're students and individuals first and only afterward are disabled individuals, but when I layer that second category on I end up feeling like I have no hold on what's going on.