Darrell Sykes

Using positive language can make all the difference for students.  It's like manifestation - if you start off by throwing out a negative association with something, you're going to attract a negative outcome.  

I've worked with many students with varying disabilities; from blind or deaf students to those with physical or mental disabilities.  I've found that a lot of these students don't want special treatment (beyond reasonable accommodations); they know what they are capable of, and in most cases they have a drive to push beyond their limitations.  

I love using learning groups because it gives students a chance to explore concepts and ideas without having a teacher looming over their shoulder.

I personally don't like the idea of extra credit because it encourages students to skip assignments they don't like, knowing that they can just make it up later.  Especially if all requirements and expectations are outlined in the syllabus, I don't see a valid reason for extra credit.

I think it's important to have an arsenal of various types of activities and assignments to allow for broader understanding and retention of information.  Doing the same types of activities over and over can affect a student's interest in the content and create boredom.  I used to hate it when a student comes into the classroom and says, "what are we doing today?".  I used to want to respond with "look at your syllabus" but I've realized that if they have to ask what we're doing, then I'm doing something right.  They may know what we're going to talk about… >>>

I think it's important for an instructor to be able to create their own resources and visuals for classes.  It gives the student a visual/audio/hands-on resource that is directly from the instructor and not just from a textbook.

Showing up on time and prepared with all materials and equipment is vital because it shows the students that you're engaged in their education and can motivate them to do better.

I think it's incredibly important, especially for new instructors, to understand that you are not expected to be perfect or have all the answers all the time.  You are going to make mistakes; you're going to say something wrong, and that's okay.  Rather than try to come up with something off the top of your head just to have an answer, it's okay to tell a student, "I don't have an answer for that, but let's do a little research together and find out".  I find that students tend to respect this response, and it leads to growth not just… >>>

Managing student behavior can be tricky, but I've found that open and honest communication is key.  Whether a students is quiet and inattentive, or loud and disruptive, often if you just approach them and acknowledge that you've noticed a behavior, and ask what you can do to help support them, they tend to be much more receptive.

Students may often disengage when they feel lost or like they aren't understanding.  This also happens when a student doesn't see the relevance of the information, or thinks it's not important.  I like to simply ask the students, "why do you think this information is important for you to know?".  This gives them a chance to reflect and identify the value of the information.