Describe a formative and a summative assessment you use in your lab or shop environment.

How have you employed Active Learning in your learning environment?

Any suggestions on a confrontational student who constantly questions you and rudely claims that they as the student are right, and you as the instructor are wrong?

Since students have different styles of learning, which include Written Word, Auditory, Visualization and Tactile, instructors must ensure that they are delivering the method that enables learning to occur for the students. With this in mind, instructors should try to deliver as many styles as possible to address each different learning style.

When meeting the class for the first time, I like to distribute note cards. On the front, I ask the students to provide general information about themselves: Name, Program of Study, Address, 2 Valid Phone Numbers and Alternative Contact Information. On the other side of the card, I ask the students to write down their expectations from the class. Afterwards, I collect the cards randomly and call out each student to allow him or her an opportunity to introduce himself or herself. I ask them to answer the following questions: Why are you here? Which degree are you pursuing? What do you plan on doing with your education? Who or what motivates you? Finally, I introduce myself in the same way. This has proven to be a great icebreaker.

I find that from day one you should lay down the ground rules so everyone is on the same page What is expected from student and what they can expect from me no gum no excessive make up or jewlery no excessive peircings etc

I find it very helpful to use index cared and have a summary of the days topids written out This way when I enter a new term or semester I can pull out card for that day and use it as a reference

A part of planning and preparation is making sure that all of your ducks are in a row. This module suggests keeping a checklist to help keep you organized and to ensure that you are including everything that you planned for the class. You can also add items that you need to remember for the next class in order to be fully prepared.

How do I deal with a student who interupts lectures and constantly has to tell us what she had for dinner last night?

What's the best way to handle a situation when a student catches an incorrect fact you shared to the class on accident?

In my experience, the majority of students with learning disabilities do not take the responsibility of communicating their needs. It has been a very small minority that have been willing to reach out. When the students don't reach out, what are some best practices for gleaning this information from them? April Ragland

Part of my grades in classes are often tied into proper formatting, grammar and spelling. They lose points on some assignments based on these issues. According to this learning material, we should hold them ll accountable to the same requirements. Does anyone think this might be a barrier to the success of ELL? I agree with making sure everyone is graded equally, but I sometimes worry because these students consistently lose points in that portion of the assignments grade. What ideas do you implement to assist with this issue? April Ragland

I'm sure everyone has had the experience of either being in a group, or instructing a group, where there is one person who just doesn't contribute. In the past, I have often taken these students from each group and regrouped them together. After reading this material, they address not removing members. How do you handle that student in the group that doesn't carry their weight? Do you think that the group alone should be address it and you should assist them in the methods of approach? April Ragland

I find that eye contact not only engages the students, but it also allows you to get a lot of feedback on how the students are doing. You can see things such as: Do they look confused or confident Are they looking sleepy or like active participants Do they have questions they are afraid to ask? I teach in the online environment. That eye contact is missing. I lose the ability to connect directly with the students, and to see those unspoken queues the students provide. What do you think is a good alternative to address this particular issue? April Ragland

When developing an instructional style that works, I find it is not only important to know your topic, relay it well, but each classroom may require that you manage and motivate classes somewhat differently depending on how best to get students to where they need to be. Any help or suggestions in this area? Samantha Eaddy

To make students engaged in writing activities, peer editing is a good practice. When a student finds errors in his/her classmate's paper and offers suggestions for correcting the errors and improving the paper, he/she (the editor) sharpens his/her own skills and at the same time, helps his/her classmate improve his/her essay. Both writer and editor can derive a lot of benefits in peer editing.

Making the students write a short essay on the first day of class will give the instructor an idea about the students' strengths and weaknesses. Instructor should explain to the students that the essay will not graded. The instructor should also explain that the essays will help the instructor reinforce their strengths and overcome their problems. This is useful on the first day of an English Composition class.

In the syllabus, it is best to include the graded assignments and the corresponding percentage to be assigned to that particular assignment. For example, a research paper would be 40 %of the total final grade. Sometimes, an instructor could change the distribution, say to 30%, so I think it would be safe to add a caveat that the instructor could change that at his/her discretion and the students would be informed of this change.

Which method of instruction do you recommend for groups larger than 40 students?

How often should an instructor do in-serice training?