Generation "Y" may be too involved with the connectivity issue. If there was a cyber attack, we would all suffer with banks, ATMs, debut cards, etc. going down for a period of time. How would Generation "Y's" react though? Would Baby Boomers and Veterans know better how to react and survive, because they have lived without technology before? Does electronic connectiveness alter survival skills, because of dependence on the "device?" Hopefully, this scenario would not happen, but it is an interesting hypothetical one.

Generation "Y's in a class of mixed generations tend to behave differently. Boomers and Gen "Xer's" tend to be more mature, as they are older, but they are also more accustomed to a school situation and what it means. Generation "Y',s" on the other hand, may not understand the rules of social and classroom behavior, and don't follow the protocol. While it is not the case today that the role of instructor follwo in the footsteps of the old headmaster from "Tom Brown's Schooldays" where they caned students for failing lessons, school, however changed, is still a structured environment that needs to be maintained, whether in class or in an online setting.

Generation "Y" have a hard time giving up their cell phones, iPads and laptops. It is almost an impossible task to get them to adhere to the rules. Because of their generational connectivity, I think that it would be a wonderful idea to explore some ways in which the cell phone could be integrated into the lesson plan. Computer and iPads are already in use; however, the instructor must ensure that each students is on task, and not on Facebook or email. Computer technology can be a terrific tool; however, it can also be a distraction. The "connectiveness" of this generation, has produced students with a shorter attention span ecause of the ease on online text, scanning the material, and ease of plagiarizing online. To achieve balance in the classroom, guidelines need ot be in effect for non-technological lesson time, but also for "tech" moments, such as a quick...."Let's Google it!" by cell or laptop. It is a sense of immediacy which makes the lesson fun. (You can also make it a contest to see who can find the info fastest.)

most of the student that i have had that had a anger issue usally have trigger points tha if know about can be avoided or lessoned by cheking student attiude at the begining of class

Although she has been criticized for her liberal use and interpretation of research, Ruby Payne made a strong case for people living in poverty having a language (and certainly a culture as included in this module) separate from mainstream or "Standard English." What are some examples of classroom practice(s) that address the language diversity represented in the language of those from lower socioeconomic circles?

Stigma comes in many shapes and sizes and is a very real part of psychological disorder or physical disability. This mark of shame is sometimes what stops a person who needs help to actively seek it, not to mention engage in a meaningful activity. Stigma is that negative perception that society holds of people who have a mental illness,physical limitation or learning disability. As an educator, I feel it is incredibly important that I do my part to “de-stigmatize” whenever I can by providing facts to my students. I teach psychology courses so it is relatively effortless to make this part of the teaching process in my classrooms. - Maritza Leon-Veiguela, MS

When I see a student on the phone I ask them to google something pertaining to the course material.

Name 2 ways you could start incorporating technology in your classroom? Here's mine 1)We break into teams for debates so each team creates a Facebook site so they can communicate outside of class. 2)Each student takes turns making notes on a computer of class interactions and activities and shares it on the site I can't wait to hear your ideas....

don't be to quick to judge students before you know the complete issue about your students.

It does seem that to many people, the internet offers all the right answers. As a student once said in regard to responding to a thought provoking question, "That's why God invented google." Hhm ...

I have one thing to add as a discussion topic. Currently I ask students to complete an on-line assessment test in a required forum. I have been amazed at how many students have to email with some very basic questions. I have had to re-give out the course ID because students do not copy it down correctly in class or from the emails send to them. Or there are registration issues. Or even after being explained how to register and then take the quizzes step by step in class, students do not find the right quizzes, do not take the right quizzes, etc. From one persepctive, this experience seems to be a waste of time. If I just gave them this test in class in paper form, they would do the test and then results would be forthcoming. Yet they need to learn to work in the digital world which is part of why this is being done on-line. A colleague of mine once said a great line about using the internet about her teenage students, "they know how to use the internet to socialize, they don't know how to use it for education." It is a totally different topic that I'll not get into here, but when students do research, her statement is backed up a thousand-fold!

I am from Generation X and am now a teacher. Growing up I was the 'latch-key' kid, schooled in an 'open classroom' and many of the other educational styles of the 1970s. I have taught for the past 20 years and seen several generatons since me. It is interesting that the 'millennial' generation really does seem to be different in many ways. Here, I'll focus on expectations. The idea that everyone wins, everyone gets a trophy, everyone is 'great' and can do anything has really become part of their mind set. I don't know how many times in recent years I have heard that "I should get an A, I worked really hard on that assignment" and there seems to be no awareness that sometimes just working hard doesn't produce quality, etc. This is just one of many issues that has surfaced that frankly I find difficult to address. I've often not addressed it. I give the grade that the student earned and hope that the student learns and grows. Just one of many interesting generational issues.

I tend to find myself reverting back to Boomer Style lectures when I am teaching new or more complicated material. I know I need to get a better understanding before I am in front of students, but time often does not allow. Any suggestions for opening up the class for more universal learning?

some of the gen y students don't have a good learning envirment at home to develope the skills needed today.

don't be intimidated by new electrionics

don,t let the age differance get between you and your students

I find it very interesting that the Generation Y Learner needs development in the critical thinking skills. This generation relies so heavily on technology to answer their questions, which does not develop their ability to assess situation with their own experiences.

I teach at an Technical school and have broad range of students from many parts of the country. I find I dificult durring a lecture part of instuctoin to keep the attention of all the students. With Gen Y's texting and viewing. to boomers who apprieciat the excellerated learning style I like to teach with. There are policies in place to impower me to tell those students to put away there phones. But they alway find there way back out. I find it distracting as a speaker.

I agree with this, disabled students do not like to be singled out, They sometimes need an accomodation just to make it an even playing field. I have found that in most cases these students try a little harder because they have the disability. The result is that in a lot of cases they become some of the better students we have.

I have had students in the past who to me are useing learning disabilty as a crutch. The accommodation plan says to provide lecture notes and read the test to them. When the power point has a chart in it and there workbook requires them to fill in a blank chart, I must fill it in for them. But when the student must retreive answers from a technical manual and fill in the blank on a worksheet they can do it. The student can read and retreive information during class with no problems, but at test time they suddlenly cannot read or understand the same material. My blame on this problem goes to the school system wich only teaches the state test. Also in school nowadays very litle note taking is required or reading asignements are being handed out. As a result in secondary education they use the same excuse as before. I am teaching and preparing the student for a technical job. To my knowledge employers do not use accommodations for employes. All employes are required to preform with little or no help. If a new hire cannot read the work order or the technical manual, I cannot trust him to do the job safely or correctly. This use of a crutch throught school only sets them up for failure later in life. Unable to read or write with no medical condition is not a disability. Yet we see it used all the time,so the student is not left behind.