pete mata

The objective is to deliver a skill and give meaning/value to the material they are learning. Not feel they are just income to the school. I can see how this must be of high priority in a school for profit.

What I've learned in my adult learners is they are easily distracted from the outside challenges they face, that is keeping them from a complete focus in the class. They also have a difficult time in the learning due to being out of school for such a long time they don't remeber how to study, take notes and so on. They become frustrated and want to give up and eventually drop out.

In the past I've had trouble remembering names. After the class introduction, on day one, I give assigned seating in alphabetical order. I can take roll easier by the missing seats and can learn names much faster. Day one is also SOP day. Which is Standard Operating Procedures where deadlines, expectations, rules and regulations are explained.

When I encounter a disruptive student I will as a question on our study subject, not to belittle or humiliate, but attempt to have the learner engage and show they are a valuable contributor to the learning. Just trying to reel them in before any discipiline measures need to be taken.

We've recently have gone to on-line learning. Included is to contribute to a discussion question due weekly. I think I will set some time aside to discuss the question the day after the due date to course correct and clear up and questions or concerns a learner might have on the subject.

I see the benefits of Google Docs Prizi and others. Especially if the learner can review the lesson at their best time of the day and in their comfort/learning zone.

But I've had cases where the internet has gone down on campus and I've had a back up on disc (yes was some time ago) and was able to continue with the class. I have to agree with Mr. Conner III you should still have a back up locally.

I've had challenging students that with simply walking over to them and just standing by them while giving a lesson is enough to bring them back in to the lesson. The next step would be to ask their view on the concept or lesson ask to give value to their contribution. With a more drastic approach I will ask the learner to see me after class. This usually has the learner self evaluating his position in the class and will self correct. But a coaching after class along with the prior mentioned, works with a higher disruptive non compliant student.

On day one I explain policy and expectations. A course calendar with assignments and due dates are on it. My e-mail is also given, if they have any question or concerns. Maybe they're not confortable asking in front of the class they can ask me via e-mail.

Can spend more in class time learning with reducing lectures, risking the learner of disconnecting from the class. Allows time to dig deeper into the subject and course correct learners if the learning obective is not being met.

Accelerated learning through peer to peer and facilitator including discussions and excersices where retention of material/subjects is maximized/learned.