It is always hard to come into a new institution to teach no matter how much experience you have. I try to be prepared for clinics and learn the protocol for the new school but it still takes time to build up trust in your students and faculty. It is also hard not to compare the different institutions I have taught at.

I have found that after an introduction of myself performing an ice breaker allows the students to let his or her guard down. Starting a new class can be very nerve racking. I do my best to be transparent when it comes to my experiences in the field it show the students that I am human too.

I teach in a clinic setting and students are more worried about what grade they will receive than what they have learned in the process. Is there any way to get them to focus on learning and not on their grades?

The first day always makes me so nervous. I have found that the more I prepare the better I feel about the material. The more I teach the came class, the easier it is. Walking through the classroom to gain the perspective of the students is a great idea. I always try to see things from their perspective. I think that is one of the things that makes a wonderful teacher.

This topic helped me to realize that I have been on the right track with my teaching strategies. I also realized a few extra bits of info I can work harder on. Thank you!

I find more often than not the student does not want to be identified with their learning disability. On the first day of class I will sit down with the student and discuss how they can be successful in the course and ask for any suggestions as far as teaching styles that work best for their specific disability.

Personally, I have two very different types of students within my course load. One group is very analytical and the other is more creative. I try to feed both learning styles within one in class assignment. In pairs they can work together, both the left and right brain mentality, by having say a group come up with a window display concept. One thinks of how to present the concept to a manager by crunching the numbers and reviewing the display calendar while the other partner executes the visual by hand.

For the first day of class with my freshman entry level class, I am going to open the class by having peer on peer interviews with one another. They will then introduce their peer to not only myself but to the rest of the class so that they start the school community with a friend or someone they are at least familiar with on the first day of college.

I find it critical that the first day of class to engage students with not only myself but with each other to make it an open environment. The more comfortable that they feel with the environment the more comfortable they will feel when answering questions asked during the course.

In small classes, especially when you've taught the student cohort before, it sometimes seems a little odd to be calling roll. Yet I think this is an important little ritual to follow at the beginning of a class. First, it tends to bring students to their seats and to attention. Second, few people do not enjoy hearing their name--and the roll call gives you an opportunity to say their name and greet them again. Third, it pulls together non-class time into class time, organizing and making orderly. Fourth, it emphasizes that the instructor believes being present, on time and accounted for is important. For these reasons I think one should call roll even when it is clear all students are present. Thoughts?

how to make it knowledgeable

Game form

How to manage

I like to use powerpoints and visual. I also like to do hands-on demonstrations to deliver the course content.

I always like to introduce myself and let everyone, introduce theirselves, so they can get to know one another.I like to give them the course outline and the syllabus, so they can no what to expect, when they come to class.

I always try to come in thirty minutes early, so I will have plenty of time to be prep and ready for class.

I like to engage the students in the Instructional Style of teaching and have them get into groups, when I review for a test. Students seems to like this way of teaching because they are involved in the learning process.

The discussion in my classroom goes both ways. I demonstrate a method (teaching math), then work some examples. The example is an interactive session, I ask "What do I do next?" I state my expectations of them, "If you do not ask any questions, I will assume you understand the material." I begin every class with asking for questions. The testing process is frequent, providing feedback to them on their learning and to me on my teaching.

How would I best construct a test for students who have a general difficulty with tests.

what is the best way to give student progress if they aren't doing well in class?