How do you handle a situation when you have a student who does his or her best but continually shows signs of extreme weaknesses in a course? What can you do or say not to hurt that student?

As an instructor, how do you manage or deal with a student who wants to dominate every discussion and answer every question that you have presented?

The reading in module 1 suggests giving students a handout with an outline of they key topics that are going to be covered as well as listing on the board the most commonly asked questions about that day's topic. Do you all do both of those or just one? Or do you do something entirely different at the start of each class?

I initiate a discussion on learning disabilities when reviewing the syllabus in the first class. I think its important to approach this topic early as a way to help students with learning disabilities feel accepted, increase awareness about instructional supports, and to motivate self- advocacy.

I think it is important to present course content in a manner that is easy for students to understand and to provide real world examples that they can apply to their own lives to facilitate learning.

I have found student learning groups to be valuable in developing classroom rapport and creating a safe atmosphere which fosters student participation. I use student learning groups typically the last half of class for content application activities.

I tend to use the white board a lot so I find it hard to move around the classroom. I think too much movement can be a distraction to students. I agree that movement is important and can be utilized while remaining in a position of front and center.

Being in the field for so long tends to make some people come across to strong I think. I try to let them know that I was once in there shoes and that I still learn each day as well

Visual aid and white board seem to help me get the content across to my students. Them actually seeing something can be the difference in them really getting it.

It's hard to challenge the more advanced students without making the other students feel like they are behind.

REFLECTING on the content with the students is a great way to assure them they are retaining information.

Critical thingking activities is awesome practice for the students confidence and developing skills.Also the student enjoy the method.

I like to give all types test. I do not think that one kind of test should be used all the time. I have work very hard to mix my test up.

I never new just how to make sure that all of my students were getting what they needed from my lesson plan. This has given me a great source to follow when working with my classes.

An effective teacher should be open to learning more about the subject they are teaching. That being said, a teacher should not be closed to learning from their students just because they are students. Learning is learning, regardless of the source. It will make you a better teacher in the end.

This section really makes sense if utilized in setting up a class. If the first thing that a student sees when they walk into a room are the targets for the day (along with any equations, etc.), this will trigger the Primacy method, At the end of the class, reviewing all of these areas will also then trigger the Recency method. Meanwhile, injecting humor and anecdotes into the teaching will often get things going emotionally, showing how the concepts reach an end result, or showing pictures of the steps along the way will trigger visual learning, and utilizing various steps such as pneumonics for learning will help make things unique.

I have just completed ED103-Student Learning Styles. Surveying the class for learning styles is essential in preparing intructions.

As a former student, I remember my fellow students complaints about the course and its material, and adapted those to make the course more informative and more engaging to the ones I instruct now

On the first day I always try to get a feel for the students and let them get a feel for me and what I will be instructing them on. I introduce myself and give a brief history of my skills, then go around the room and have the students tell me a brief summary of themselves as well

On the first day of class, I always like to give the students an idea of where we wil be going and what they will be doing on a daily basis, it seems to give them a better idea of how they should prepare for each day.