Jay Hollowell

Hi Debra! Thanks for your participation in this forum and for your comments. You're certainly on target about identifying students who are not understanding the material; many adult learners just simply will not let you know when ther are lost; they may even feel embarrassed, but their body language, assessed from our careful observation in the classroom, will often clue us in. And body language is most likely the major component of communication! I've often called it "pulse and pace," a favorite expression...keeping a pulse on the learning environment by observing students, their interactions and probable learning styles, then pacing… >>>

Hi Samuel! It gets back to the old saying, "the best way to learn something is to teach it to someone else," and the residual effect is that students, as you suggest, really do learn well from their peers. Thanks for your comments about students giving a group progress report / presentation. Such an activity not only reinforces their actual tasks, but encourages the use of critical-thinking and communicaiton skills, two skill sets that they will have to have to be successful in the workplace. And a "group or team" grade, if used under the right parameters, creates an interesting… >>>

Hi Margie! Thanks for your comments and question! Yes, talking a bit slower when nervous is an excellent idea, plus consulting other resources. Additionally, I have found these things have helped in the communication process: -As you mentioned, getting to know the students better professionally; with that, clarify what your expectations of them are and ask about their expectations of you; it creates a sort of partnership -Maintain strong eye contact with students when presenting; it helps you identify the pulse of the class; I call it "pulse and pace." Plus, by quietly observing student body language (looks of interest,… >>>