Gail Lewis

Gail Lewis

Location: i am currently teaching at concorde career college

About me

I am a graduate of the Univ. of Maryland Dental Hygiene program, 1989. I have been a dental hygienist for 27 years. I entered the teaching field in the Spring of 2012. Right now I am enjoying this, as this is a new adventure for me.


i enjoy traveling, reading, classical music and jazz


this is my first teaching job, although teaching patients was an ongoing part of my clinical career


Microblogging is a new concept for me. I find this can be very helpful/useful in establishing how students can engage in coursework material without feeling so frustrated. 

Communication is the key to getting your point across. However, I have noticed that students either don't want to read, or completely forget the information within the slide preparation, or PowerPoint. I don't feel I can coerce students to take responsibility for not thoroughly understanding the material no matter how much it is spelled out for them. These are adults, and unless they are forced to drink, you can't lead them through explanations.


Reply to Tania Barnett's post:I agree, rubrics create less anxiety for both students and instructors. The creation gives the student what is expected when the project is done. Instructors find it easy to review the student's work based on the criteria within the rubric.

OMG, there is so much, I don't know where to begin. I do know that I have not been trained in some of the material, but I have been making use of Panopto video for my class. I just didn't know I should be including a text transcript in the videos I made.

There is a lot of technology to incorporate with little time to learn it. How do we as instructors work through this? I am not afraid of technology, just not having the time to learn it quickly enough.




I don't understand what this means with the EL 111 Assistive Technology, "

  • Use preset “Styles” for marking up headers and lists. Just bolding a phrase does not make it accessible.

First, I am not sure what is meant by preset "styles"?

and then of course, what am I marking up within the headers and lists? I guess I am not sure of the verbiage.



I teach Oral Pathology to dental hygiene students. Right now we are in a blended curriculum after coming off teaching mainly online for the past COVID19 year. I am not a fan of the current discussion boards that have been implemented within this course. So I have not made it a concern to be involved in whatever the discussion is about, but just grading it. It can be very hard to respond to 24 discussions on a timely basis. How would you recommend responding to a class on a discussion board without offending anyone?


I have often thought that students who were online learners were self-motivated on their own. And now I feel that is not always the case. I need to be more of a facilitator and work with the students to understand what I am trying to convey to them. Typically, my syllabus has been on-ground for students, and now I am learning to put in an online-based section, and cut out on-ground sections. This has not been easy, and I am trying to work through errors so students can benefit from having what is expected of them.  


I am still finding it hard to become comfortable with synchronous and asynchronous teaching. I haven't figured out how to add the questions for a discussion board so students can see and respond. I know this is important to various learning styles.


Deciding on a technology tool and whether this will aid my student's learning is a long process. And often it is not achieved by one cohort of students. Are there any suggestions to help with this?


loading presentations such as PowerPoints will aid in the sharing of information on SlideShare, of which I fully intend to learn how this is done.


End of Content

End of Content