I have a student who believes he is smarter than me. I am teaching a research class and the first day he walked in and announced he will have the paper done in two weeks so he will not be in the rest of the semester. I believe he will be disruptive to my class which I want to be a group discussion on research and research methods can you give me some advice on how to handle him. By the way I told him that the class was much more that just a paper and he was to attend class

I agree variety in teaching method and that includes technology, active learning has been fruitful.

I teach math courses at a career school and frequently have students who have math anxiety and lack confidence in the subject. I encourage questions from them by giving them examples of math questions my friends ask me. That way I help them realize that I am open to any level of question. My goal is if people in my life are comfortable asking me a basic question, students should not fear asking me a question. The other thing that I always allow is people to mouth the answers or use fingers and gestures to indicate their answers. After a student does that a few times and realizes she/he answered correctly, verbal answers and more questions follow.

Is there a resource that shows what textbooks are being used by other institutions?

Do you recommend covering every bit of information that the student is responsible for on tests and quizzes or should students be expected to read some of material on their own and be responsible for it?

I have main issues with students that have some type of disability, but do not seek out help. What is the best way to approach a situation when you see a student that could have dyslexia, but may not have been diagnosed or known about it? Is it up to us to talk with them, or find someone else to approach them?

I tend to find it hard to critique work from students that have learning needs, or a disability. I don't want to pass them for just doing the work, but I also do not want to trash their work because they are not truly understanding the concepts. Anyone else find this to be troublesome?

I like to assign specific roles that are needed to be filled within the group, and then have the group nominate each other for these roles. I give a title and description of what is needed and then they are each filled as soon as the groups are made. It makes people work harder and stronger as a group.

What new studies have been done to help our Vets with TBI?

I like this idea of using high risk activities but preparing for what the outcomes and risks might be. This is highly effective because you can develop a backup plan so that learning outcomes are still met and student frustration is minimized as well as work effort maximized.

students are very perceptive and you need to have good managerial and technical skills in order to come across as believable.

I always enjoyed the science book that had a variety of learning styles in every chapter. I miss this in the present text book.

In each class, there are students who are always hungry for more learning. These students ask a lot of questions and take it upon themselves to continue their learning outside of class requirements. These students tend to ask questions pertaining to topics not yet addressed in class, or about topics pertaining to another course. I would love to answer all the questions, but that would leave little time for covering current topics. What are some effective methods of addressing such questions without diverting from the current topic, and without ‘passing the buck’? I try to direct the student to sources that will help them answer their question for themselves, but I often find myself replying to off topic or advanced questions with “that’s a question for another day/ class.”

Dyslexia is a vey popular one. I am interested in those students who have emotional disturbances such as aggression or depression and how those illness affect learning. There is so much work to do with students who experience emotional disturbances.

Learning difficulties are common in the adult-ed classrooms. It's important that students are identified and set up with the support needed to succeed in their goals.

Adult students enjoy working in groups because they enjoy the opportunity to interact and learn about their commonalities and goals.

After getting to know the class and the class getting to know each other. Would you recommend that the class picks their own group or should I do it? I feel there is Pro's and Con's to both sides.

I find it helpful to relate to a student with a "learning disability" by identifying my own strengths and weaknesses with learning to remind them that the human race is not perfect.

I find moving around the classroom and gestures is effective not only with delivery of instruction but is also helpful with keeping students from side bar conversation, sleeping, playing with cell phones, etc.

Place students in different areas of the room give a topic and let them go from topic to topic then have a major discussion group.