Madalaine Brooks-Kinder

It is important to ask good questions directed at the class, rather than a general announcement asking if anyone has questions. These questions should be thought provoking, and inspire more questions after. As the instructor, I should come to class prepared with these questions for the end of my lecture.

I learned of the flipped classroom approach, where students are expected to do their learning outside of the classroom and bring in that knowledge prepared to class. 

Start lecture with an engaging question. Check in with classes at the start to gage how everyone is feeling. 

There are different resources available to educators to assist in student learning. There are also leniencies allowed in copyright for educators that allow us to share beneficial information with students.

There are many different resources available beyond powerpoint for sharing information with students. Some can be used to store slides so students can review the material at a later time.

Keep good notes on what works and what doesn't in your lesson plans. You may forget by next year, and will be grateful you made notes.

Your lesson plans should be clearly defined in what knowledge/applicable use you expect the students to have at the end of the course. Clearly defined goals/objectives will help keep you and the students on track.

It is important to keep proper documentation of your lesson plans; either on a computer or in a binder. Always strive to update them as your teaching plans grow and change.

When creating a lesson plan as an instructor, you may go through your content faster than expected. It is important to have backup materials to use in these cases. 

Remember to see the student, and not their disability. It is not up to you to determine whether or not a student with a disability is able to meet a physical standard, but you may present the student with what the requirements for that standard are/look like, and the student may decide if that is something they can meet.