Amelia Robinson

Student learning groups can help ensure participation of all students. They should bre formed with first thought to diversity of backgrounds, skills, and experience. One advantage of student learning groups is that students can bounce ideas off of one another and get a reaction of rememdiation before sharing with the larger group, and that more advanced students can mentor those who are struggling.
Learning groups can be formal, such as those pre-determined for projects, or informal and organized on the spot for activities such as discussions. You should ensure the product, work allocation, and grading for group projects is structured… >>>

Delivery of instruction can make or break it. Be sure to gain attention early on and let students know wat you will be convering that day. Chunk instruction into small blocks, working from simple to complex. Move around the room to create interest and ensure that you r pitch, tone, facial expressions, and body language are those that command enough authority, while still engaging the students. Use eye contact throughout your presentations, and try to make eye contact with each student at each session.

You must plan and create your grading system well ahead of the start of the course. Decisions will be made about total points, and about what percentages of tose points will be earned from exams, homework, and projects. You may also consider offering points for participation or demonstration of soft skills applicable to the career field. You muste develop policies for late or missing work and it is best to publish those in the syllabus so you are not in the position of defending your choices later, decreasing your credibility and encouraging challenges to all grading decisions. Extra credit and/or… >>>

You must be flexible in your presentation of content, both in scheduling and methods. While you may have a rough plan to spend 10-15 minutes on each topic point, student uptake may require more or less time on any given topic. The remedy for this is to have "plan B" materials and content points available so you can supplement topics that go too quickly, or make up time to cover for those that go too slowly without missing presentation of important topic points. You must also be flexible in your methods to accommodate various existing knowledgge levels and backgrounds, provide… >>>

To be effective, your teaching must incorporate as many of the senses as possible. At a minimum, this means both sight and hearing to reach 60% efficacy. Mediums and materials should be selected for their ability to engage students and its appropriateness to both the subject and the format of the course. For instance, online teaching may require more use of PowerPoints, web research of examples and models, and social media, while in-person classrooms allow more use of flipcharting and actual models or samples. Presentations should be formatted with consistent fonts, styles, and colors, with 3-5 points per slide, as… >>>

The first key to classroom management is "Know thyself." With awareness of your own personality, you can play to your strengths and practice on your weaknesses, while also recognizing the instructional roles that are a best fit for you. You must also know your students—their backgrounds and demographics, as well as their knowledge and experience levels in the subject. Finally, preparation and organization are key to ensuring student's attentions are properly focused, guest speakers and field trips are productive, and the classroom operates in harmony for the best outcomes.

When instructors make a mistake in class, the best strategy is to use humor to diffuse it, letting students know you are also human. Most of the mistakes instructors worry about never happen. Some real mistakes include coming off as impossible to please or as believing no challenges students experience can rival their own. Another is wanting too much for students to like them. One of the most effectie strategies for this is to make note of any mistake you make in class and how you resolved it so you can ensure you don't make the same mistake in the… >>>

Some students behaviors can be more destructive to the learniung environment, such as excessive anger, cheating, and disruption of class. Cheating can be minimized by avoiding objective tests and carefully monitoring during testing. Listening is key to understanding and diffusing student anger, falling back on the statements in your syllabus for support. Some excessively angry or confrontational students may require you to involve security and/or require a written complaint. Finally, disruptive students may need to be removed from class so it is important to document each behavior and interaction to ensure your fairness and objectivity is reflected.

There are several strategies to deal effectively with challenging students. Inattatentive students may become motivated by your close physical presence or the knowledge that they may be asked questions at any time. Ready-to-quit students can benefit greatly from encouragement or from guest speakers who have overcome similar challenges as students. Apple polishers can be kept in check by using firm policies and applying rules fairly and equally. Center-stage students can be managed with the use of personal meetings to explain the need for others to participate or the use of comment/question rationing cards.

The syllabus can set the tone for student success and ensure students are comfortable with the class from the first day. A complete and well-formed syllabus makes clear the objectives, requirements and expectations, eliminating some anxiety for students. They also learn the course requirements and expectations, and how their learning will be assessed. Objectives stated in the syllabus provide a sense of relevance to students, and including course (or campus) policies on grading and assignments makes students partially responsible for their own success.