Making sure that the assignments reach a broad crowd of students. And that the wheights of the grades are in the right areas for the educational outcome.

I have found that if I add a question to a test that has the designation "EXTRA CREDIT", the students that do not really need the extra points will attempt the question. Those students who could use the extra points look at the question and feel "...if it is extra credit it must be extra hard. Too hard for me" and they skip the question. My solution is to simply put one or two extra questions on a test and calculate the percentage score not using those questions in the base line score. Example...52 questions on a test with each one being worth 2 points. This translates to a perfect paper (52 correct) scoring 104%. This way all the student try every question. PS. I teach math and this is also a learning sitution for the class. They get to calculate their own percentage grade.

While teaching a butchers yield I have had to come up with different approaches and when all fails I have allowed students that understand the material to try a hand at teaching the students that dont understand I have found that just another voice or face can sometimes redirect the students frustration and allow them to learn the material.

Incorporate picture or text in your slide show that is relative and provokes a laugh can liven up a bunch, reduce stress, and seems to recapture attention.

I have the the ability to give my class creative freedom, and have found by doing so that they take ownership and produce better products at the same time tweeking there ideas and either showing them tricks of the trade or more creative ways to present the product.

What has been covered in this module really says it all.

I always take inventory of my student's background and learning styles so I can modify or make adjustments to my delivery of instruction. This helps maximize their learning potential.

I like to use this three step combination of instruction: PowerPoint - the student's cognitive senses are stimulated by demonstrating the theory behind the task. Instructional demonstrations - the student now sees and understands the link between the theory and performance of the task. Hands-on - now the student can physically apply what he has learned to perform the task himself.

I find that with my art clsses most students learn visually, so I make sure that I have visual exmples to help support my handouts.

Beneficial for the students. Some students enjoy and excel at research. Others are more comfortable with studying and take a test. Practical testing truly confirms that learning has occured. This will give all types of students the opportunity to be successful.

Having all necessary materials to teach, employing latest methods, knowing yourself and getting to know your students will help you be a successful instructor.

I like to have my students evaluate their dishes when they bring them up to me and talk about what they like about it and what they can improve on. I think this is a great way to help them self-assess on how they can improve individually. After they have finished, I then evaluate their product and always end with something positive about their product.

giving quizz, tests, finals.. is one way to evaluate and assess the student level, but in class correction allows the student to see their mistakes and to learn from it. there is no surprise and they can see the score they made.

maybe the next CEE should be on psychology and sociology. also you should have a plan B, you sould not have to use it if you redirect the class often during the course. it's the best way to keep everyone focused.

just like anything those days to much of a good thing can also have a negative effect. in order to be effectif, you must balance the use of the board,power pts.,slides and lecture to redirect the focus and attention as you go. those power pts have to be simple, visual and easy to read for the eyes and the mind and should be use to support lectures content.

entering the classrom is a different adventure every day. like any voyage,you have to prepare and expect the unexpected at any moment. Columbus had to prepare for his long voyage to the new world. and so should we, to explore knowledge and travel through the human mind.

I have experienced this from class to class in the same day. Murphy's Law - if you think it will be a huge success, always have a plan B.

The class I am teaching incorporates career building activities such as: references, resume, mock interviews and speeches. I just reviewed the importance of hygiene, presentation of you as a person, neatness of paperwork and behavior. This topic generated more valuable dialog than discussing the references. These skills will always be a part of daily life.

Dr. Hughey and Dr. Semich, instructors for the Master's program at Robert Morris, taught me how to be a better teacher than I was 10 years ago. I have incorporated many of their techniques and methods. The results have been 90% successful. I have made changes to my teaching and looking in the mirror, this has been beneficial to the students and myself. A work in progress but better than I was and still learning.

After week three of the course, I give each student a grade sheet. This lets them track their own progress.