Judith Kluth

I have learned in this module that disruptive students are never easy.  I will be sure to listen to the student and make a plan to resolve the student's issue.  I will also be sure to conduct these "conferences" one-on-one so the student understands that he or she is heard and respected. However, I will also be sure that any decision made with be in the best interest of fairness and concern for each student's success in the class.

I am truly intrigued by the use of the observer and colored cards.  My classes are usually on the smaller side, so it is easier for me to engage the students, but having a tool to rein in the center stagers would be most helpful.

What I learned from this module is that adult students are not too different from younger students when it comes to extrinsic and intrinsic motivation.  I am a firm believer in intrinsic motivation because it stays with you, and you can reap the "rewards" for a lifetime.  With that being said, sometimes we need to provide a tangible "carrot" for the students first which over a period of time hopefully will allow intrinsic motivation to kick in.

Coming from a middle school background, I understand the power of choice on motivating students.  What I didn't think about is how power of choice is also a strong motivator for adult learners.  I will strive to implement more opportunities for the students to exercise the power of choice.

The course has given me a new look at gaming in the classroom.  Effectively engaging students in learning is a challenge faced by all instructors - novice and veteran.  I appreciate the course instructors view on using appropriate gaming and not just sticking it in a lesson.  I am going to implement the boss battles for certain.  As for the others, I will need to do some more reflection before I decide.

This module on students with learning disabilities has reinforced what I have previously experienced in the middle school classroom.  A big challenge then was discovering the learning disability the student actually had and then putting accomodations and or modifications in place.  In the college classroom, the student is their own advocate and knows, for the most part, what has worked for them in previous classes.

I do agree that the accomodations used to assist students with learning disabilities can benefit most students in general.  For example - giving instructions orally and repeating them, have a few students tell you what… >>>

Repetition of new terms is crucial to learning and retaining content vocabulary.  Using newly acquired terms in written and oral expression is an effective method of assessing a student's vocabulary acquirement. When I am introducing new vocabulary words to my students, I pronounce the word, they repeat the word aloud, then they write the word.  As a result, they see the word, hear the word, say the word, and write the word.

I like the idea of working in groups especially when it is to research, evaluate, discuss, and conclude on a hot button topic.  I also use the random assignment of groups.  In my experience, it works more effectively for the students even if they know each other very well.

The effectiveness and benefit for the pause!  I will have to admit that I get a bit twitchy when the classroom is quiet.  I tend to feel that learning is not occurring unless I or the students are busy talking.  After this module, I will be certain to engage "the pause."

Be creative, be competent, be personable = student engagement and success.  I plan on writing this on an index card and keeping it visible during my classes.