I had two of them in last class and by being slow and talking about subject and then showing them was a big help

I try to make lectures an interactive experience - my presentations have pictures, video, and I always give a demo, but a lot of times when I ask a question - there is no response. Theses aren't hard questions, and there are usually no wrong answers, I think it's just that this group does not feel comfortable speaking in front of others, whether it be me or their peers. How do you make students feel comfortable enough to answer questions in class? What techniques would you use for this?

In my first term I was a new hire as an ad-junct professor and brought on board the week before school started, on a building that was being remodeled. At the time I didn't have access to the online accounts or even a school email (as it takes three weeks to get fully on-boarded, and I was on week 2). Needless to say it was not the best first impression, and very hard to look anything but unprepared - but I soldiered on and tried to make the best of it. Has anyone ever had a class where you thought you did *not* make a good first impression? How did you correct it?

I know many courses require a textbook, and mine are no exception. However I've found that in my field (computer art) a lot of times textbooks can be technical, boring, or somewhat confusing. I don't think I've ever referred a student to the book when a question came up, finding face-to-face instruction and an animated visual demo succeeding far better than the written words. Does this happen for anyone else?

For me, I always tend to include a lot of images and videos in my presentations, lectures, and demos - as an art instructor I tend to use this more than most I would imagine. What images or videos, if any, do you include in presentations? Is there a go-to intro video for your class? Or an inspirational speech? I think Steve Job's 2005 Stanford Commencement speech (stay hungry, stay foolish) is a great way to start off a term.

Syllabus gives you and your students a guide to the class and what is expected.

How do you engage a student in your class who has no interest in even being there? I see some students who have no interest in courses and the only reason that they attend is because they are mandated by the company. Does anyone have any advice on how to deal with a student like that?

Now that I have this new job as an instructor, how do I go about not sounding full of myself when i give my introduction. I remember when I was going to school many of my professors rambled on and on and in the end basically reading their resume to us in class. I never want to sound like that in my class.

In regards to my job I have to ensure all boats are filled up, the trailers ready to go, vehicles filled, all gear in the proper location and still start class on time. Usually I arrive at work one to two hours early to ensure all of these tasks are done before students arrive.

In my past experience I have ofter been taught by the teaching strategy Death by power point. What is a way that I can still use a powerpoint that certain jobs require but also make it more interesting?

When I first began some recent instruction, I was handed curriculum and syllabi examples of previous instructors. After teaching several terms, I found certain subjects were stressed more than others and I personally felt other areas did not get the attention they deserved. How far should I stray from previous course instruction if I feel it is unbalanced or deficient in areas?

Simulations and games are great ways to have experiential learning, but as our course material emphasized, a good debrief is important. The debrief is an opportunity to reach the higher levels of learning such as synthesis and evaluation. It provides an opportunity to reflect on not only what went well or not, but also thinking of ways to improve or correct what occurred. Debriefing provides an opportunity for both student and teacher to critically think and problem solve.

When lecturing it’s always a good idea to try to stay current with new technology so you can enhance the overall class room experience.

what should a teacher do when she asks a question but none of the students have the answer because none of them did the reading?

How do other delivery options help with student learning?

What are some of the benefits of a professional development plan?

I am faced with this topic for the upcoming semester. As a sales and marketing professional, I am excited to learn about the topic at hand for the new semester, Labor Relations. I am searching for new ideas to help make this class exciting and interesting for the class.

Some of my students in the pharm tech program, even the ones that study a lot for tests, find themselves stumped when asked a question requiring analysis or critical thinking. The problem is that tests are typically written to reflect knowledge and comprehension of the material, and only limited application or analysis. Students used to complain when I had test questions that weren't exactly phrased like the handout or study guide they received and required "extra" thinking, although some did quite well. I now try to ask speculative questions related to practice environment or possible strategies or solutions that may resolve issues, like medication errors, and find that patient cases generally evoke more enthusiasm for thought-provoking questions, than questions without associated scenarios. I guess it has to do with real-life applications.

A lot of students that go through my program appear to be kinesthetic learners. However, while some subjects can be taught that way by including more compounding labs, others are purely theoretical, such as pharmacology. I usually provide detailed handouts and add to them from my experience, other readings, or how the topics connect to pharmacy practice. I found that when kinesthetic or visual learning is not feasible due to subject matter, personal narratives from the field or illustration from practical applications can fill in the gap.

When presenting new subjects is it better to explain the revelance to the job or stick to the theory?