ANY TIPS FOR STUDENTS ON DIFFRENT LEARNING LEVELS?

I HAVE A CENTER STAGE STUDENT IN MY CLASS THAT BRINGS A LOT TO THE TABLE. THE OTHER KIDS LOVE HIM AND THE DISCUSSIONS HAVE BEEN BENEFICAL TO EVERYONE. I MAKE SURE WE STAY ON TRACK AND THAT EVERYONE UNDERSTANDS THE ASSIGNMENTS. I FEEL HE HAS HELPED THE WHOLE CLASS.

I HAVE A STUDENT THAT HAS NO INTENTION OF GETTING PRATICAL WORK DONE FOR CREDITS. I HAVE TALKED TO HIM ABOUT THE REQUIREMENTS AND THAT HE IS FACING OVER CONTRACT FEES IF NOT DONE ON TIME. ANY SUGGESTIONS?

I have come to know that it is better to be a teaching professional than a professional teacher when it comes to technical courses. Students tend to respect the experience factor.

I have found that simply listening to a student vent can help to defuse the situation. Sometimes they just need to vent after a trying day at work or certain home problems.

we all make mistakes its what we learn form them this course helps me-

the information in this course will help me deal with this

there are students that are just not interseted in what there doing, or are here just to skate by. these students just can't be reached. there just wasting there money

I leaned a lot of good information, assignments were a constant annoyance, I have a good understanding of how to handle this issue

I try to get the student to understand that in the professional world when you are given an assignment to accomplish, you don't have the luxury to lay the blame on someone else.

I like to use a sliding scale on late work, usually 10 points per week up to 50 points. This gives the student every opportunity to submit the work and is fair to the other students.

I sometimes have students that become distracting to their peers because they are at a more advanced level and finish early. What are some ways that folks manage this issue?

It is the perfect opportunity to start creating an image while explaining the boundaries of classroom activities.

I have Lupus and with that comes a certain amount of memory issues, one that really effects me is memorizing peoples names, it is very embarasing at times. I came in at the last 5 weeks of last cemester, was jumped around between both teems, at graduation last week there was only a small handfull of names that I could remember.

On occasion, I have difficulty in keeping students involved and interested in the topic being discussed. I often find that I end up craking jokes and telling personal stories and getting students to contribute their own stories as well. I often bring in games such as jeopardy to engage the students with the content material. I find that playing games with the material where student not only answer questions but create the questions themselves, help them in retaining the information. Many of my students ask me at the beginning of each class which game we will be playing that day. When I started getting this question on a daily basis, I soon realized that I was relying too much on them for engaging students. All in all, games, jokes, and personal stories, I feel, are a great way to help engage students and keep them interested in the course content.

Getting to know the student, would help have better understanding,how to imploment his experance with other students and contribute discussion in class..

Students always have one person that stand out, of the class,that joke around, I like to use that person , for my demos in class , is a plus

My teaching style imspires students to get interested buy drawing on the board , underlining ,the importance how the drawing works in 3d ,and reforce the hands on dearing class, at the same time.

Classroom management has to be established day 1 of class. Once the students understand the importance of the course and structure of the classroom they will be apt to learn.

I teach Critical Thinking in a General Education department at a career oriented institution. My students rank my course, though required, as lower in priority than their others because it is not overtly career targeted. Also the course is 1/2 of the typical credit value. In a way the credit value is proof to my students that my class is worth less. Nearly 40% of their overall grade is based upon attendance. They could sleep in my presesnce and get full credit for attending all 12 weeks. Alas, they don't show and they don't hand in assignments. Any suggestions on how to stress to them that Critical Thinking is a must in life and for their GPA?