apply a balance of most of these styles is sure to resonate with the majority of students

I have a student that has a learning disability,but her hands on knowledge is great.She did a presentation and i rewarded her with extra credit due to the effort she put into it and the presentation.Am I wrong for doing that

Do you add additional questions that will not be on the test, but they should know for their skills they are training for?

Our school policy is to deduct points , but UI prefer your suggestion of an alternate test for make up

Are some more effective than others?

Can pp presentations be used too often?

How can you change your style of teaching?

In 99% of my classes, all of my papers and assignments have been graded with percentages. I am used to getting 95-100% on all of my papers and assignments. In one class I had recently, though, I got something back and I had a 40 on it! Imagine my panic and confusion! When I emailed the instructor about it, she explained that the assignment was worth 40 points, so essentially I got 100%. I didn't understand her logic at switching from the format that everyone had been used to, all thru their program at this school. Some items were worth 5 points, some 50, it was just ridiculous and hard to follow. I never knew where I stood. Therefore, I think it is very important for an instructor to follow te same grading format that is standard at the school. Otherwise, it just causes unnecessary confusion.

A good group activity, time filler, or active learning tool is to have the students make the class kind of like a gameshow. They can throw it together in five minutes, or you can plan ahead and have them plan it for a later class period. They can write questions, or answers, and play it like Jeopardy. Candy makes great prizes! Another thing is to have them work together to make up fun mnemonics to help them remember things. Prizes for the best or funniest ones can be distributed. It can be pretty entertaining.

I think students benefit from seeing a colorful presentation onscreen, having the handouts with clear, small versions of the slides and space to take notes. Being green, though, I encourage everyone to fit at least 3 slides per page, and copy them double-sided.

There are two traveling exhibits going around the country, The Body, and Body Worlds. Both are excellent and would be a huge benefit to anyone in a field where anatomy is part of the curriculum. I highly recommend taking your classes to these exhibits if they come to your area.

I think both are complementary and "necessary now". Hard copy is baseline. Electronic copy is a "boon" to students, allowing them daily access to, and an "overall view" of their performance. The "overall view" is an "eye-opener" for some. However, some students have poor computer skills and do not easliy access electronic markbooks, so I carry an up-dated, class copy of the electronic marks with me so I can immediatley furnish them to students, if they ask. Mark Sedlock

I recognized very early on in my career how participation could be so subjective in nature. Therefore, I tried to make my participation/professionalism category of my grade as objective as possible. I use a five point scale for each class meeting. The students can earn a point for completing each of the following: being on time and not leaving early, prepared for class (have writing utensil, paper,etc), wearing student ID (which is required at our school and most careers), participating in class, having assignments completed that are not designated as graded assignments. If they are absent, then I can't see any of the subcategories. It results in a "0" for the day. I have never had a student dispute this grade with me. They actually tell me that they know what this part of the grade is in my class compared to some of the other instructors in our college.

Providing status reports provide the avenue to successfully complete the class.

Pretesting is a great way to find where you will have to me more detailed in the content you present.

Developing the criteria is essential to measure what you want the student to learn.

Being organized is part of the role model perception students should get and model

So many new instructors believe that they need to entertain their students with powerpoints, but they incorrectly use them. These instructors will use powerpoint presentations week after week. They read the slides to the students. It is especially hard in an evening class for four hours where students have spent all day at work and then come to a "movie show" for a class. I think it would be enough to put anyone to sleep. Powerpoint is not meant to be the whole presentation. It should only be used as a visual in an oral presentation (class lecture or demonstration). Powerpoints are suppliments not the material itself. We as instructors need to be high tech but not for the sake of just being high tech. Learning must be our first priority and then technology.

In the past I've projected PowerPoint presentations directly onto the the whiteboard as an 'overlay' for some of my Drafting Fundamentals' classes. That allows me to show proper drafting techniques and equipment usage while still having the additional information provided by the powerpoint slide. Not the best way to do it, not the easiet way to read a slide, but it's rather effective for its purpose.

Guest Speakers and Field Trips are great ways to show students that you are not the only one who "says ....." Adult students often want to know how what they are learning in the classroom will relate to the real world. Guest speakers are usually seen by the students as someone who has been there in the real world. Field trips also give the students a glimpse of the real world. Both of these things encourage student learning and give the instructor credibility.