As an instructor in a highly technologically dependent field, what is the best way to ensure my students will have the resources they will need and be able to stay compliant with the technological terms and conditions placed by my university? If I have technology that I need, but can't get because of budgetary reasons, how am I supposed to teach that content?

Hi all, sometimes our classes can go for close to two hours. Does anyone have any suggestions on how to balance instructional time with practical application?

As a teacher, I've run into students who have felt incompetent, unable to perform, or have given up because they fell a little bit behind the class. I have given many breaks to students such as this in the past. For example, allowing them to turn in work late, staying with them to help with assignments, and just generally trying to motivate them despite themselves. I want to help these kids, but giving a ton of extra help to them but I feel it is unfair to the rest of the students in the class. What can I do in this situation?

I have been a fan of designing learning objectives around multiple intelligences and higher order thinking skills as related to course objectives for years. I learned about fishbowl critiques in an AP workshop and have used it with high school and college students as a way to learn about their own writing and accept feedback from peers. All students must participate. What I have found is that after the initial session, students look forward to analyzing their own learning through the debriefing questions we use. Their writing improves quickly and they are more excited to come to an English class because they are expected to be active participants in the process.

Only one problem we might get in implementation of this method is Time Management.Some time syllabus is too lengthy and we have only few days to complete it.

good to ask their names a little about themselves breaks the ice

I find that opening up discussion during lecture promotes active learning and makes lecture much more interesting to the students.

I think it is very important to know how your students learn. In my classes, at the beginning of term, we do individual assessments to make sure that the students are studying correctly and getting the most out of their hard work.

More college settings have adult learners so you have to keep the students instrest.

I would like to encourage questions from my students and have better respond from my students

I would like to use learning style assessment in the future. I think it would be a good tools to help me reach the students better.

In addition to power point presentation I believe in showing them animated videos to understand the topic and encourage them to understand the topic.

Sometimes we have students in our class who are slow learners but they do want to participate. some how they cannot go for extra hours , in such cases what is the best method to solve their issue?

You prepare to deliver a particular lecture using different supports for which you have to use the internet, and then you get to the class and the internet goes down. How somebody suppose to handle this situation?

At the end of the course,I always give my students an opportunity to talk about the class and make some critics. A great majority of them always come up with this: they went home, after the first meeting, with the impression that I was the worst person ever, and then during the course of the class, they realize that I was a very nice, kind, and fair guy. Is that a good thing or a bad thing?

I haven't had the opportinuty to work with student that have disabilities. However, this class really help me understand my role as a instructor to help students with disabilities in the future.

which is better showing the student how to do it or letting them watch each other

Many interesting new ideas to instruct students in lab procedures and safety is one I almost never emphasis. Glad this course drew my attention to a short coming in my teaching of lab protocol.

I am a Head & Neck Anatomy Instructor and have recently incorporated Team Based Learning into the course. I typically Give a brief PPT on the topic, have the students physically identify landmarks on their skulls, read the chapter being discussed and answer the review questions. They will take their quiz in their assigned teams as well with me encouraging discussions. Does this lesson cover all types of learning styles or am I leaving some out? 8-)

having allowing student ask question and use praising for Correct answer is more positive learning and motivates them to ask in the future