Visible disabilities are one thing invisible disabilities tend to be overlooked, partly becasue individuals that have them are trying to hide them or they are not acknowledges and accomodated by the instructor( When applicable).

I have noticed that students from generation Y do have an attitude that they are going to be successful and see education as a means to get where they want to go, however they are not always able to determine which information is relevant and which isn't in their career area. They don't always "see" the important connections among the different functional areas of business for instance.

I have moved away as much as possible from the lecture method in the classroom. Instead I have to as great extent possible to create group projects that require the students to do research in a particular area and report their findings to the class as a formal presentation. It gives them important practice in key communication skills they will need after they graduate and get a job.

I understand that many students are on Facebook. Our university actually has a Facebook page as well. I have been recommending that students use Linked-in because it is a professional site. Does anyone else recommend to their students the Linked-in option?

I typically incorporate experiential learning activities through the use of simulations. Has anyone else found them effective in engaging Generation Y'ers?

Over and over I have heard of studies that find multitasking is really just doing many things poorly. Our society has a concept that multitasking is something that shows productivity when it really results in a lesser work quality. Does anyone think we should promote and teach single tasking and focus?

I enjoyed this module relating to the Y generation students. I have noticed,it is harder to manage cell phones in the lab environment. We have rules about the usage of cell phones in class and lab, but it has become harder to mange due to the increasing amount of technology that is available. I would prefer for the students to not use their cell phone for anything during class or lab, but again, when they are doing certain labs they may need a calculator, I think we can go on and on about the rules of not using cell phones in the lab, but it is hard to manage the rule when we have so many uses of the technology that benefit the students.

Wow ! This was a great one It kept me on my toes I learned so much on this one just the signs of disabilities It really made me think back to some students I have had in the past with some problems I may have missed or maybe they did not know why they were having problems in school.

Try incorporating a fun Ipad savenger/itnernet hutnt exercise in the classroom. You can work in teams and only need a few Ipads.

Distracting in classroom and provides a platform for cheating. I can't see much benefit from allowing them to be on or in sight within a classroom setting.

I read somewhere that a survey of Generation Y's was done and that if you simply just bring an Ipad to a meeting, they will respect you more and/or interact with you. Also read that they tend to not have direct eye contact and they also prefer and trust the older generation vs the boomers.

There is a book on the best sellers list titled 'My Reality Check Bounced' that is all about Generation Y and is excellent reading.

Most of the time when a student acts out I find its becuase they are frustrated or embarrased . I have had all types of disabled students to deal with but I have seen some of the same problems over and over . You have to reasure them and stay calm.

I have found many more cases of PTSD with students that are returning war veterans now then in past years. They tend to be on edge, jumpy or nervous. Often times they feel depressed and that they are wasting their time in class. I had one such student who was feeling very stressed, anxious, and very scared. This was a very large man who had been a solider. He was embarrassed that the crowd in the school could see him this way, which made matters worse. The technique I used to calm him down and get him back into class was to get him talking about something that he loved or had passion about. He started talking about his son, and then that led into a discussion on his plan to open a restaurant. I asked him to write the menu for a restaurant that he would like to open. He calmed significantly and was able to rejoin the class. In all this took about ten minutes. The class was on break, so he didn't miss any lecture, and it really didn't take my focus away from the rest of the class. Now when he feels as if a panic attack is coming he quietly pulls out his notebook and works on his menu or other project to calm himself down. He has changed his behavior completely and hasn't had an episode since that day. I feel that as teachers it is our responsibility to understand that PTSD is a very real problem for these vets, and that we can help them and not lose them. It just takes a few minutes to talk to them and get to understand where they are coming from, and you might help change their life.

All of my students are adult, English language learners. Our model is lecture-discussion followed by a practical exercise, and then a student presentation. The lecture-discussion does what it is supposed to do, present the concept or process and allow questioning and discussion. Naturally, ELL tend not to ask questions in a large (24-36 students) group. We then break them up into small groups, being sure to not have two students from the same nation together (so they are on an even footing with respect to English), and then give them a group problem to solve using the concepts presented in the lecture-discussion. Lots of drawing on white boards and flip charts, animated discussions on the meanings of words, and then great peer learning happens. We reinforce the exercises with presentations by the small groups to the larger class, being sure to ask everone over the course of the week to present (not just the strong English speakers).

In my English Composition classes, I attept to create a comfortable learning environment. By using humor in the classroom, and often pointing out my own mistakes, I try to ensure a comfort level for ELL studnets as well as beginning writers who are unsure of thesmselves. I incorporate peer review and journaling into the coursework, and I like to allow the students to learn from one another. Through presentations and sharing of their written work, students are encouraged to express and respect one another's diversity.

This is very difficult issue in my class structure. With the grades being primarily based on written work (discussions and papers), a weak command of the English language greatly impacts a student's ability to convey logical arguments. While I try to take into consideration what the student may have intended to say, it is difficulty to know for sure what they were thinking. I do try to identify which students may be ELL in the beginning so I can offer advice, recommend learning aids, and suggest library resourses that may aid them in formulating ideas.

Describe the learning environment you create for your ELL students. How does that contribute to their learning?

In what situations do you think social/affective strategies are most helpful to your ELL students?

What assessment accommodations do you use in your classroom for your ELL students?