It's very important to have a clearly devised plan for late assignments.

Pretesting is a great way to determine the strengths of each student.

I think having students involved with presentations help keep them interested in the material.

I have always had success with planning field trips to a place of business that corresponds with the course work.

In terms of assigning "weights" to various assignment types in my classes, the course syllabus spells out minimum and maximum limits within categories, but I do have a measure of flexibility. I tend to come down on the side believing that as my students get out into the "real world," they will be evaluated more on what they do on a daily basis, day-in and day-out, than they will on one particular day. Therefore, I like to assign as much weight as I can to class participation and homework assignments. As for sharing grades, the module recommends a couple of online gradebooks, but I use Engrade. It is very user-friendly, and the students can log in at any time to view their grade in the class. It will show them not only their "averages," but also their marks on each particular assignment within each category.

Our textbook comes with PowerPoint slides to accompany the material, but my students pretty much groan when I put those up on the board, because many of them have been "PowerPointed" to death. I think PowerPoint is a wonderful graphic tool, but I am finding my students often take the attitude: "Oh, not another one!" I have found some of the videos on the OpenCourseware sites to be valuable (along with streaming video), but those are not available for all content areas. My students in oral communications are required to use a visual aid, and most of them choose PowerPoint. The 10/20/30 rule is a good one, and many of those general guidelines included within this module are also in their textbooks. Many students want to play with animations, without realizing how distracting that can be.

As this module points out, we should always seek improvement. When I first began teaching, I remember evaluating the "good" and the "bad" in my previous instructors (the "pros" and "cons"). I would have to say that the instructors who provided the most structure and organization, the ones who were prepared adequately for class, were the most successful. I have never tried a teaching journal per se, but I do make marks within my notes and outlines concerning what works and what doesn't. I honestly had never thought about using the colored paper.

My school currently does not allow for extra credit. However, I found that students were showing up late for classes a lot and not reading the material, so I created reading quizzes. I give a short quiz on the reading material at the beginning of each class before we go over the material. If they are not there for it, they do not get the opportunity to take the quiz. If they are there, they take the quiz and if the cumulative grade on these reading quizzes at the end of the term is higher than one quiz grade, it replaces the quiz. If it is lower, the reading quiz does not work against them but is used as a study tool to see what they need to focus on for the main quizzes and tests. Since implementing this, students come to class on time and read the assignment more often.

We have a wide variety of educational & ethical variety of students. This helped

I think power points are so valuable to both students and instructors to provide guide lines

Good tips for improving classroom attention

Do an outline of all key points up on the chalk board.

In teaching adults from different cultures, the instructor must be able to adapt to deal with those differences. Pre-testing can help alleviate language barrier and some knowledge based issues, but it would be well worth the time to invest in cross cultural communications training for the instructor. It also applies to teaching adults from different professional background... i.e. each profession has its own culture and specific language. (police, nurses, military, engineers, teachers....)

Is that right give extra credit for students miss the class, giving to them a change to make up the class?

When the instructor see the class is not understanding the task you are teaching, is that possible we break down the task to make then understand the class?

When the instructor have a training in classroom all the students have to be in class? Sometime some students are not interested in have some kind of training....

Can Field trip for anykind of class?

I engage a few students to help me prepare for my demonstration the following day. This helps me be prepared and gets the students interested in tomorrows work. After a few days of this I will have students volunteering at the beginning of class to help out.

When I started teaching, I asked everyone on the staff questions. I think a mentor system would be a great way to share ideas and foster improvement in design and delivery. Before I take this idea further, does anyone have any drawbacks that they could think of?

To keep students from missing scheduled test, my make up test are 50 fill in the blank, essay, or all true false. I hardly ever have students that want to take make up test. All students are told about make up test the first day of class.