I have had a student who was hard of hearing, and had interpreters in class helping him. I treated him like every other student i had in class and didnt cut any corners with him. When he didnt understand me i had help but for the most part as long as i took it slow when i explained stuff to him on a one on one situation. After my class was over he thanked me for treating him the same as everyone else but helping him when needed.

I really enjoyed ready this particular module relating to the Y generation students. I have noticed in the last few years that it has become harder to manage the technology in the lab environment. We have rules about the usage of technology while we are working in lab, but it has become hareder to mange due to the increasing amount of technology that is available. I would prefer for the students to not use their cell phone for anything during lab, but again, when they are doing certain work i would rather them take out their phone and use it to take a picture of a certain component before disassembly that way they have a visual of how it was prior to assembling it. I would prefer to have them not use their cell phone during lab, but again, what if they are trying to access a calculator, or a shim math application, or a training video. I think we can go on and on about the rules of not using your technology in the lab, but it is hard to manage the rule when we have so many uses of the technology that benefit the student. This is such a great topic to debate....

One of the challenges with today's students is to get them to take ownership in their education. We assign tasks with deadlines but they always seem to want to push it to the limit. Commonly asked questions are," What do I need to do to get a 70". Are they really OK with mediocrity?? By putting them on a "Performance Contract", does this really make them take ownership, or does it give them just enough to push just a little harder and not excell?

Engaging the students on a very earlier assigment, asking the students to use their Iphones and researching different materials, will help keep the y's engaged during lecture....

I have asked my Y students to do researches on their Iphone. Some will follow the instructions very well, others started checking their e-mails. We need to keep control on all times.

It is very important to know your audience, so we can adapt our teaching techniques

it seems as though the number of ADD and ADHD cases is on the rise. I know I am aware of the fact that Gen Y is the first to be born with "technology in hand. Is there a possibility their upbringing in continued new technology or gadgets could lead to their guick boredom or distraction in the classroom? That is why they are so fast diagnosted with ADHD?

I have seen both sides of this argument. I know a teacher that allows his students to use their cell phones for research, sending in homework, and even completing internet based quizzes. My experience has been that although there may be some legitimate uses of cell phones at school, the students lack the maturity to stay off of the social networks, face book, u-tube, games or all the other time wasters to be deemed as an effective tool. Ultimately, it will become just another distraction to the student and a disciplinary issue for the teacher to deal with.

Gen Y students really get into technology imbedded in the classroom. At my last school we had Smart Boards with full internet access. The entire world of information is only a click away. The problem with Gen Y students is that they sometime have a hard time separating facts and fiction on the web.

I have students with all types of disabilities. I find just learning a little about each one and what they need by taking them aside from the rest of the class and out of the view of the class and discussing it helps. Sometimes they are too embarrassed to talk about what they need and would fail before asking. If I see a student struggling, I usually talk to them on a break during class with no one around or after class and ask them if there is anything that we can do together to make their learning experience a more positive and successful one. Not all students are willing to share their disabilities, so paying attention to your students and looking for signs is a huge part of teaching and being a successful teacher.

Being a ADA instructor I realize the problems handicap people have. This program widened my prospecive to other forms of handicap situations. I have dealt with hearing impaired, using signing, wheelchair users. Those that I worked with did not believe they were handicapped. Yes some accomadation were need, but their drive and determination made the teaching easy.

I have two daughters 11 and 15, I am amazed at thier level of knowledge about technology and how to use it.

At our school, all syllabi specify no cell phone use during class. Now, as we are a culinary school-this makes sense. Even though I don't teach in a culinary lab, but in an academic class I follow the policy carefully. I tell students I expect (and enforce) them NOT to be on their cell phones (no texting, game playing, etc). They can use them during the break, etc. Yes, they like to be connected. I would like to wear my pajamas to school....but being an adult requires you to adjust. I get this generation is "connected" through their technology, but as teachers we need to impose expectations on students so they learn to become professional.

I was surprised that this course didn't spend more time addressing technology and plagiarism. Anyone who has been in a school in the last 10 years knows this is a very serious problem for all instructors, at all levels. I was wondering how other instructors have addressed this issue as I am always looking for new strategies. Two things I depend on to reduce plagiarism are homework assignments that are open-ended questions that demand critical thinking by applying knowledge and constantly changing quizzes, tests. It's more work. I feel a lot of teachers don't call students on plagiarism, though they might suspect or even know they have cheated, due to laziness. That makes it more difficult for teachers who do. Thoughts?

Last week I chalanged my class to leave all there hand help devices with me for the enter day. This was for 6.5 hours. They took me up on the challange. After 4 hours some were haveing a very hard time not being able to look at there phone. With 20 min left it was even harder for them. But they made it all 6.5 hours. From this I can see from this they love to use there hand held devices and this can help in there learning experance.

To what degree do you think Gen Y students see less of a need to "know" things given the almost immediate access to information they have grown up with and expect? Many older cohorts would need to access a library or encyclopedia to get information about something they don't know. There was more of a necessity to have the facts in our heads. Has this declined with Gen Y?

I often have students from three generational cohorts in the same class. The Gen Y's and Boomers often clash in learning styles and even avoid each other in group activities. What are the best ways for an instructor to bridge these tensions?

Good to see the discussion of diversity among parents (such as, a child being born to an unwed mother or a middle-aged woman who delayed having a child in favor of building a career).

The material presented is not only excellent for educators but can also be a great resource for international students. They would gain a better understanding of generational differences in the United States which could be quite different from those in their country of origin. Additionally, although many factors pertaining to the four generations have been presented there doesn't seem to be any discussion of the shift in the United States to single parent households.

This process, assessment by contract will drive the desire to be inclusive in the training for the grade and general knowledge/practical application. Tools of this nature create a competitive envirionment. Competative learning... what a great idea.