Clint Harrison

I have enjoyed mixing things up in the past: begin with a simple lecture that turns completely different. I have a "planned" lecture, complete with powerpoint slides that I just stop in the middle of...and immediately start an "impromptu" activity instead. The whole plan was to do the activity all along, but the learners don't know that. They will often wonder what is next, and stay focused for a longer amount of time in the future.

What are some good ways to break the ice if the class gives the "zombie stare" reaction to an instructor after introductions, syllabus, etc.? Is there a good way to get them to open up and ask the questions that are obviously in their minds?

What does an instructor do if they disagree with the material that is being taught; not the subject matter, but rather the accuracy of the material?

What does an instructor do when their personal instruction style conflicts completely with the learning style of a good portion of the students in the classroom? Is it necessary to develop multiple different styles based upon the needs of the specific set of students in the class? Also, I have seen classes where there are huge variations in the learning styles of the students;how can we reach all the students at the same time?