Donald HeideCHEP

Being a visual learner myself, I find it effective to teach "visually". While doing my software demos, not only do I show the student how to do a particular function, the student also has to demonstrate the knowledge received back to me. This seems to get the student involved in the learning process instead of just sitting and watching.

I have noticed in computer/software classes, the older students have a more difficult time grasping the material. This by no means indicates they are not capable of learning, it just shows that younger people have been brought up using these new technologies that were not available to the older learners.

In addition to visuals, I always ask questions in the following class on what we covered. For example, I'll ask how the procedure is done of the demo that I did previously did. In this case, the student supplies the answer to me and to the rest of the class. If he or she doesn't know the answer, I ask another student. In rare cases, if no one knows the answer, I reapeat the demo and then have them show me how it's done on the computer.

Learning activities greatly enhance learning and student involvement. While teaching a course in Leadership Development, I had the students create their own business - from CEO on down. This involvement gave each individual a sense of importance in the class as well as developing their learning for leadership and social skills.

Having taught several drawing classes in the past, I found it to be beneficial for the student to listen to softly played classical music. They seem to take their time and be more creative.

Since teaching constantly changing software programs, it is vital to learn all of the upgrades assosciated with a particular program.

Many students with a disability have succeeded in my classes with positive results. Example: I had a severely visually impaired student in a graphic design class. With extra time, he did just as well as the rest of the class.

Teaching in an urban environment allows instructors interaction with a wide variety of cultures and language. Useful in open discussions in the classroom.

When teaching a course in Leadership Development, I discovered that students work well together by allowing them to be in charge of a specific project delegating within themselves what part each student will perform.

Pacing can be very challenging and needs constant revision because students learn at different levels.