Due to the size of my class room, I have the students sitting in rows behind tables, facing the front. As I lecture, I stand and emphasize points, as I discuss, I wander around the room, and when it is task oriented, the students move to the training area of the class room. I have found that keeping them moving has assisted the learning process. I am going to try some colored papers, etc. and see if that helps.

what kind of strategies can I used in the classroom if I am teaching clinicals, for example?

Students that have learning and language difficulties can be a real source of frustration when you have a full class and see that one person is just not able to go at the same speed as others. In my experience the only real solution is additional time... often in one on one sessions or additional tutoring. These students ARE able to learn, it just indeed takes more time.

It certainly can be difficult when students are learning English as a new language. However, I agree with the the teaching in this course; picking up a few key words of the other language (in my case mostly spanish) and using them occasionally to establish report and also to help with comprehension when English words are difficult is very, very helpful.

In my experience, when forming groups it is VERY important to make each group diverse, point out that they are diverse for a reason, and encourage them to get outside of the comfort zone in interacting with people that are different than they are. I remind them if they only allow themselves to hear ideas from people like them, they will be shutting themselves off from a HUGE source of information and experience.

People definitely say more with their eyes than their mouths and I have found eyes are a very accurate tell about how well a student understands the subject matter.

these students need more time and more methods like using animations, pictures.

we should teach the studnts that we should respect people who come from diffrent culture and we should not make joke on them

we try our best to orginize the groups so the students will not feel worse. some time group session effect on the students and their goal

empathy is very important try to understand and built a communication with the student

I teach adult students and have a few students who refuse to participate in class reviews and class discussions. One particular student that flat out refuses to join in. I did talk to her privately and she continues to make excuses that she has other work she has to do that is more important than reviewing with the class. She is behind in a lot of assignments due to medical issues. She seems to want to blame everything on her illness. Do you have any suggestions on how to modivate her and the other students who make excuses constantly. These students also late on turning in assignments on time. Any suggestions are greatly appreciated. Thanks.

I teach a lab class in a four hour block of time and meeting twice weekly. We have clinical and demonstration items to cover as well as extensive knowledge based materials (approximately 1 to 2 hours of leture type material per block of class). Are there any suggestions how to balance the class appropriately to avoid boredom?

I have a couple of students that are having alot of problems developing practical, hands-on skills that I consider vital for being successful in this field. I have discussed it with them, demonstrated on models and recommended that they get more hands-on experience in the field. What is the best way to help someone who isn't very manually dextrous develop good clinical skills?

I had a hard time recently with keeping my students motivated during the Holiday Season. This module is inherently interesting, Small Animal Surgery for Veterinary Technicians, but they really seemed like they didn't care about the material.I tried to remind them that when they graduate this was something they would be performing on a daily basis, and that it could mean life or death for their patients. However I could tell by their test and quiz scores that they didn't really study over the break. Any tips?

Due to recent bad weather campus was closed and I had to make changes to the syllabus. As soon as class resumed I handed out a revised syllabus that detailed changes to quiz dates, etc. However, some of the students were confused about the dates for the quizzes, despite the fact that it was clearly laid out on the revised syllabus. How can I make this more clear to the students?

I have been teaching for over 30 years. I have always used active learning by changing activities. It was great to read that someone has described what I have been implementing for so long. Now I have jargon to go along with the actions. I can assure anyone not sure whether to use active learning with their adults learners that class will never be the same. As an instructor you will not want to return to lecturing. Students will be more engaged and excited about class. Try it once you will enjoy the results.

Until I can pick up on my students preferred learning method, I usually mix each class up with a lecture, powerpoint and a video.

I especially liked the suggestion of putting instructions and questions in a box for dyslexic students in order to make it easier for them to focus. I will definitely be using that.

There was a lot of good information regarding how to help students whose primary language is something other than english.

Discussion groups have been a great way for me to break up the lecture time for my students. It makes lecture more exciting and gives them a minute to move around and get their blood flowing.