When a small group starts to talk in the back of the class I will stand behind them and continue to lecture. The class's attention is redirected towards the back of the room and the small talking group usually ends their conversation once they realize that the rest of the class is focused on the the lecture.

At my school we give an entry level assessment for general education. This allows us to forecast student behaviors in the classroom and teach to the student better. Does anyone else have this process?

Do you have students who just try to answer questions to gather participation points rather than trying to understand the material further? If so, how do you handle it?

If doing a demonstration in class should you as a teacher pick the groups or should you let the students pick who they would rather work with?

Should you do an exercise introducing the students to each other if the cohort group has already has class days prior and is well acquainted with one another.

A teacher I know told me to arrive 30 minutes before the class starts because then you own the enviroment. That way when the students begin to arrive its conveys them you are in charge.

How do you teach something that is unfamiliar to you?

I have found by making a strong introduction about yourself and what the class objectives are and what the student needs to do to meet the objectives makes a strong impression. Allow the student to clarify in class, or private if necessary his/her expectations.

I find that students often just want the answers from the teacher. They try to get the exact questions that will be on a future test from the teacher. Instead of trying to explore ideas and concepts for their own sake. Any thoughts on this common issue?

The old saying, fail to plan, plan to fail applies here. Knowing the topic is good. Being able to apply the topic to real world events and applications. Following a plan end to end is extremely important to the student. They will let you know if your off track. Following the plan will keep you from tangent discussions or saying lets cover this now, next hour our next class covers the extensive subject matter you have brought up.

I feel when you have a vocational type school you have to use Skill Application Tests due to the nature of the course.

I like to do a short review quiz of the day before. I get students to come up to the board and answer the question with help of their peers.

When I ask Does anyone have any more questions. I find that sometimes I have to pause then ask the same question then I get a response from someone who was willing to ask before.

I feel that it is very important to let the student know what you expect from them at the start of the class so everyone knows what to expect..

This is very important because the students that I teach are in a clinical setting. It is very important that each student understands the inportance of emergrncy procedures because we could have a patients life in our hands at any time.

I teach things that are very hands on but there is also theory behind it. Sometimes I find it difficult to do both to those students who are very Kinesthetic. Any suggestions how to get the theory part to those students?

I have had a diffcult time with some of the cirriculum that I have been given to work with because some of the material do not match the power points.

How do you manage a student that has no respect for you at all. Talks to you any type of way.

We are continually having a problem with this particular Cohort of students when it comes to tardiness and attendance. The guidelines have all been laid before them, the examples have all been set, from a professionalism standpoint the bar has been set high. Our issues come from the students have little to no regard on implementing these standards themselves, which causes for major classroom interruptions and lots of missed information. I would love some feedback as to positive ways others have handled or dealt with some of these similar issues.

Geez Louis! I am a fairly new adjunct clinical instructor who also helps with various lecture classes. I have been working on one lecture for a class period and it has almost overloaded my brain. Hats off to the a,axing teachers that have lecture style classes on a daily and weeklY basis. I am LEarning more and more I am a hands on learner and definitely feel my best suit in teaching is in the clinical setting. Very thankful that the clinic is where I am able to implement all of the "knowledge" students are learning through their lecture style courses. I am also able to help students, who are also hands on learners, to process through the information received in class and apply to the clinical setting.