I am a part time instructor working only in a clinic setting and not the classroom. How do I stay consistent with what their learning in class and then applying it to the clinic?

I find it most helpful to allow the student to think their way through the application of procedures discussed in a real world situation.

Since I have collected alot of books over the years from my education experiences and books that I have picked up over the years at CEU courses and seminars, I utilize materials out of these resources and make practice quizzes and homework assignments to use in addition to the information in the course textbook. I feel it expands the students knowledge even more to see more than one point of view or example to drive a point home regarding subject matter

When using the 3 M model I have had positive results towards the latter part of a course by utilizing field trips to worksites. The students go through periods where everything like the daily grind of school and working can start to wear them down. I have found that a field trip to a physical therapy clinic perks them back up and lets them see the light at the end of the tunnel so to speak. I make sure they realize how soon it will be before they will be working in that setting, first in clinical hours then as a career. It is good to see the eyes of the students light up as they start to see the work they have been putting in is about to pay off.

What would suggest is an appropriate time period of questioning studnets when no answers are forethcoming.

All educators need to make wise decisions about the strategies and methods they will employ daily to help students move systematically toward learner goals. Developing Lesson plans help with decision making.

One of the keys of motivation is to make achievable goals. Instructors who understand student motivation can greatly enhance the classroom experience and student performance.

Students will expand knowledge base, remember more information, and achieve more when teaching styles match learning styles. It is recognized that it is difficult to match with every learning style and therefore, a variety of teaching styles should be used by educators.

Teaching and Learning meet in the teaching and learning environment. The Learner must be active. The learning environment should be designed to be as powerful as dedicated working environments. It must be rich and complex reflecting the essential properties of what has to be learned.

Students will expand knowledge base, remember more information, and achieve more when teaching styles match learning styles. It is recognized that it is difficult to match with every learning style and therefore, a variety of teaching styles should be used by educators.

When you are a new teacher taking over someone else students, how do you go about change for the students whom do not want change. Each educator has a different instruction style. Would you prefer the incoming educator adapt to the outgoing educator style or simply have the students adapt?

Being on time for class, planning classes to fit proper break times shows the students how serious and professional you are. They will adapt and develope the same professionalism. A student is only as good as the model that is representing.

Has anyone tried and like it? What are the true pros and cons about it?

At the school I work at praise is always good student like to be praised for their accomplishments it sometimes make other student drive harder to be like their peers.

It is good to have visual examples, models, or power points because I have notice when people decided to go to school they are tapping into a field they no idea about. With that being said students need a visual to connect with

In healthcare spelling is important because you have to spell information correcty some mutiple choice test has answer right there a student may be able to identify it but not still may not know how to spell it.

Adapting to all students to convey the common goal of you as a instuctor and students is important. Teaching is a like working a rubic cube turning information in every way possible for student to grasp at what is being taught in class.

We have the the benifits of 'pure' lecture so I normally start the class with this format to inform the studenst of all the necessary data that needs to be grasped, such as dates; times and places and then break into a more informal lecture/discussion format to involve the students

What if a student just does not know how retain information and blanks out on test? How do we help that student?

A successful class should not always be measured by grades it should be measured by skill. Everyone test differently.