I WOULD HAVE TO SAY THAT I ENJOYED READING OVER THIS TOPIC. I BECAME MORE AWARE OF THE PSYCOLOGICAL DISABITIES THAT ARE PRESENT IN OUR CLASSROOMS. I HAVE BEEN MADE AWARE OF HOW TO GO ABOUT TEACHING A STUDENT WITH A DISABLITY AND HOW TO MAKE THE ENVIORMENT SAFE AND FRIENDLY FOR THEM

As a design instructor it has been a challenge on how to balance the use and the extent of technology in t teaching early designer the essentials of the the design process. I have found that if technology is introduced too early in the process students become very easily "seduced" by the graphic or "pretty pictures" that can be produced quickly and without much depth from critical thinking. I have found greater success by limiting their use of technology during the early phases of the project and make them think through the process with sketches, hand drawings, writings, etc... once a firm conceptual basis is established they are then permitted to explore it with that idea with the appropriate program. For me this made for richer projects developed from more critical thinking and not just producing a good looking image on the computer. As technology advances as more of an instinctive and fluid thinking tool it can be introduced earlier and earlier in the design process? But I believe it should always supplement and not substitute critical thinking in the learning process.

I am really enjoying this topic, it brings out a lot of traits that many of us [ all these generations ] can be proud of, as well as areas we can improve on. That being said, I feel very strongly that "multi-tasking" is a double-edged sword. Gen Y as well as others tend to pride themselves on this ability. In the tech school I currently teach, the industry I worked in for 20 years, and in doing most tasks of any importance, I find multi-tasking as a bad thing. WHAT GOOD IS THE ABILITY TO DO MANY THINGS AT ONCE IF NONE OF THEM ARE DONE WELL?!? Regardless of age/generation/background, we are all human: we can physically&mentally pay attention to only so many things all at once. Gen Y may be able to use current technology to "do homework/complete a task/do research/spend time updating facebook/tweet/read and send e-mails,etc"...but I find all these things are done poorly time and again. When asked to recall "what they just multi-tasked", they DON'T KNOW [ figuring why remember something when I can just google it again? ] Look at the current state of legislation concerning automobile accidents and cellphone use: even with "all our technology" and the ability to multi-task, we can't drive a vehicle well while doing so. True, everything has it's time and place;I feel that being able to multi-task things of low priority can be a time saver. However,I think we all agree that education isn't a low priority. Instilling the benefits of being able to focus on something of value [ goals, tasks,anything important ] and not being satisfied with mediocre results should be taught at times to Gen Y.

How would you approach an instructor that does not comply with accommodations set in place at the school? If an instructor states that students will not be given accommodations because it is "special" treatment, how would we help them understand the dynamics involved?

Sometimes in the middle of a quarter, I will have a student inform me that they have a disability and need help. It is better late then never for them to come forward, but how do I encourage them to come forward sooner so their grade does not suffer so much.

Very interesting with the different styles of learning. Will we ever see the older styles though in todays times???

I am one that holds confidentiality very high in expectations of individuals who work with individuals with disabilities. I think we need to be sure that everyone remembers that the only people who need to know what disability the individual has is those who have a right to know. I have had several students ask me "what is wrong with so and so" My answer is usually "that is not for me to discuss and this is a great time for you to practice confidentiality and try not to ask " I also make sure in the begining of every class I teach to make the statement that what is fair does not mean everyone gets the same. Instead what is fair is everyone gets what they need. I use the example that if fair meant everyone gets the same then nobody can wear glasses because that isn't fair that the others don't have them or everybody needs to wear glasses. That usually gets the point across.

I am very aware that the law that mandates 504 plans (Americans with Disabilities Act) was revised to include college. What I am wondering is does every college have to offer accomodations and who oversee these plans?

For my students one of the biggest distraction risks comes with allowing students to use cell phones or even laptops with wireless capability in the classroom. Some instructors fear that incorporating these devices into a lesson will allow the students to be texting, surfing,but it has many other uses in class like research and to look up images of topics being discussed.

Gen Y students seem to think they are "owed" a job upon graduation (not to be confused with job placement). Lack of punctuality, prompt submission of work, poor attendance, all factor in to their chosen career paths. Some students do not realize that the patterns they set for them selves in college will follow them in their careers and fail to realize that such behavior and/or conduct will lead to job loss.

Let's face it. With evolution comes change. In the next generation, we will see physical libraries replaced by Cybraries, hard books by tablets, snail mail by email. It's the changing of the times. Watch out! we might all be replaced by talking robots!

I normally teach 4 hour classes. Variety is a key component to holding the stufdents interest. The Gen Y students in particular as easily distracted by the world around them and also want to be involved. Vary your delivery methodologies. Use power point, then switch to lecture, then incorporate another instructor, an outside speaker, someone from career services. Vsriety can truly be the spice of life...

Even though ADHD was not as "popular" in the 60s and 70s when i attended grade/high school, it seemed that those students who had what is now recognized as ADHD were thought of as just being hyper. Not sure if the treatment received todsy is better or worse

I believe that we have short attention span; I develop my lectures for 10 to 15 minutes, then proceed to do work-out activities or document production and let students o something with the information they have received. I do this teaching and learning strategy especially with technology or computer softwares. I first SHOW AND TELL THEN STUDENTS DO AND SHOW THEIR UNDERSTANDING BY DOCUMENTS PRODUCTIONS.

It is always advantageous for instructors to introduce social networking and the use of digital technology in the classroom. However, the real key to instruction, as what I have learned from this training, is still based upon the HUMAN CONNECTION THAT IS MADE BETWEEN THE STUDENT AND INSTRUCTOR. (WHETHER ON A FACE-TO-FACE BASIS OR ON-LINE)

I have a better grasp of my own learning styles as a baby boomer. Students also learn better if instructors use the four learning styles: Written word, auditory, visualization and tactile.

I had a better insight on which generation I belong.....and why we are termed BABY BOOMERS..... A better self-understanding of my generation profile...will let me have a better understanding of other generation.....

I have been teaching for 10 years and experienced a student with ODD for the first time about 6 months ago. It really took me by surprise. My supervisor had to get involved and it was very distressing. The student was in my class again (different subject) during the next term. I chose to come into the class the first day with a clean slate. That worked very well but I felt like I had to walk on egg shells for 10 weeks. She ended up focusing her ODD on another teacher during that term. Now all the other teachers are leery of her.

I found my biggest issue is the maturity level of the students and trying to get them to take responsibility for themselves when they've never had to in the past. What ideas do you have?

Somebody on here complained that he has to teach very long blocks of time, so I wanted to give a suggestion about this. I created a form on Microsoft Word in which I break my class down into 15-minute increments, and plan what I'm going to do quarter-hour by quarter-hour. The keys are ACTIVITIES, not lecture, VARIETY, going from loud to quiet, group to single, paper-and-pencil to digital, etc. And LOTS OF BREAKS. They need those to regroup, get coffee, smoke, make friends, take care of personal business, and check their phones. Then I put the schedule for the day (or evening) up on the board, with times. And then I stick to it (for the most part). The students love to be able to see what we'll be doing in this class, and how long it will take, and how many different bases we're going to touch, and when the breaks will be, and they love to see HOW ORGANIZED I AM. I highly recommend this practice. It makes my job, and theirs, so much easier. I have a complete road map of the 5 hours, and then all I have to do is go in there and do it. Time passes fairly quickly in this way, for them and for me.