Timothy Dowell

Discussion Comment

How we respond to a student's wrong answer is crucial, not only to that student's success, but to the success of the other students who are afraid to answer. We must create a positive atmosphere that focuses on response rather than whether or not a student got the question write or wrong.

Timothy Dowell

Discussion Comment

First Day of Class

I teach an electrical design class in which students must be familiar with residential electrical codes in order to be successful in the class. On the first day of class, I give a codes test (not for a grade) which gives me knowledge of the level of each student. This elliminates wasted time by only reviewing what is needed.

Timothy Dowell

Discussion Comment

Final Exam Review

In one of my classes, I have each student create their own final exam (with answers)derived from the key objectives from each chapter covered. This is a great way for them to reflect on and review what they have learned. I create the final exam using random questions from all the students mock tests.

Timothy Dowell

Discussion Comment

Positive Reinforcement

If I tell a student his/her answer is incorrect, I usually follow with â€œâ€¦but, I do admire your enthusiasm!â€

Timothy Dowell

Discussion Comment

â€¢Create a non-threatening environment

To create a non-threatening environment, I have placed all the tables and chairs in my classroom in a horseshoe configuration. As I walk around in the middle of them, everyone is equally envolved and I like to think I have their undevided attention.

Timothy Dowell

Discussion Comment

Student Feedback

I love the idea of having the students write down a summary of what they have learned at the midpoint of the class term. This will give me a sense of accomplishment and direction going into the second half of the term. This will also give the students a chance to reflect on what they have actually learned.