I have found that most of the time, but not always that the students understand,retain and enjoy the daily production using the cook along method as opposed to a sraight demonstration. In a cook along the students all start at the same time and finish at the same time. no one is left behind and no one gets ahead. because I try to explain things in great detail and at a pace that the majority can follow. More often that not all but perhaps a few are always on pace and it is very easy to get anyone lagging caught up. The students also feel more confident in their finished product because they mimick the way my product looks,tastes, feels, etc. in real time.

a socratic method of questioning does not only allow us to explore the brain's knowledge but also give us a chance to explore a multidimentional universe where the why question will ultimatly lead us to a philosophical self vision of those knowledge marking the bouduaries of the unknown. "the more I know, the less I know" "to be or not to be" the real question is: WHY?

everybody has a sense of taste which is different. we receive and retain information through various styles and methods of delivery but how we perceive it,how we process and what we make of it, is where the difference lies greatly.

When I get a new student in my classroom I always try to find out what kind of student they are than try to adjust my teaching for that student .

I find that when I read my student surveys, most of the feed back states the demonstration portion of the class, followed by student production is most popular. I understand the importance of lecturing, but a majority of the time in my class is set aside for the student to do-it-to-know-it.

I find that asking students questions, open ended ones, helps me get them involved in the discussion.

No matter how hard we try to give ever type of learner what they need to progress it not always easy. I teach auto electrical and it is not easy coming up with a visual aid to show how things work, so using the studentsas a training aid helps to work.

Many instructors use movies, sme are movies that were shown in theaters, and I think they are mostly a crutch for the instructor and allow the students a rest time. Please enlighten me on the value of movies in the classroom?

What is the real value of matching tests and how many instructiors actually use that type of testing?

What is the typical percentage of time that is used in the class for questions and answers?

I still don't understand the philosophy regarding the fact that True False exams should have more False than true questions?

I first started teaching computer graphics in the early 90's, when I was barely older than my students. I knew the material so well I didn't think that planning for my very first class would be an issue. Turns out, my "material" for the first class was totally used up 1/2 hour into a 3 hour session, and there was about 10 seconds of silence as I tried to figure out what we should be doing. Longest 10 seconds of my life, and never again was I unprepared for a first (or any) class.

Be positive about your students learning abilities. Everybody leaarns on different levels.

How do you deal with student who is to nervous to partner up with another student.

How do you deal with students who just dont get along in class.

Do you perfer open or closed questions to your students?

It's imparative to lay all of your cards on the table so that your students have a better understaning of your goals and expectations for them.

I find that by keeping everything real without any hidden surprizes will make your student successful in all they do. As educators we must adhere to the syllabus and stay within the guidelines of the school. It also gives you more respect as a role model. Glenn

Along with other classroom guidelines we should also be sure that we are communicating clearly and accurately to our students. I find that we will all encounter a student who does not fully understand the subject of discussion, and this is where we must be able to re-analyze our own thought process and explain it in a way for that student to fully understand. Glenn

I find that once you have empowered your students to take control of the subject manner once they have fully understood the theory and methodology, they are less afraid of applying these same techniques to other cooking applications. Glenn