After learning about the different learning styles, I've realized that each one can be applied to the subject that I teach, which is anatomy & physiology. It's visual, there's written material, there's me as the lecturer...but the kinesthetic part may be a challenge. At least it will get me thinking.

One of the things that is important to to not only model, but to be adaptive and to reflect upon the learning styles and needs of the students in the class as well.

I can remeber when I first started teaching and I was very nervous and fidgeting. I tried my best to make sure that the students didn't notice me. I am now comfortable going into a new module and get right down to business.

This is the angel in teaching.It is a perfect guide that will lessen a possible human stress in teaching especially a tough class of students. This guide will help you prepare your day to day of teaching without fear.You can also enjoy academic freedom if you want to add what is not in the outline but relevant to the topic of the day. In other words you can always add and never subtract from what is required of the course.What an excellent mathematics this is in teaching.

We a new instructor we preapre our selves for teaching by make sure we know how to manage our class, preapre for the class, get organized and come to class earl

What is the best way to spot reading problems with new students?

As an instructor these two roles are for me my priority on top on being the classroom manager. My students are aware that 15 minutes before the start of the class I'm already at my desk properly uniformed as teacher. For them to come on time their feedback is to leave their house earlier to have an allowance of time in case there are delays on their way to school. My class is always on time from start to end. I also write or speak to my students whom I think is slow in their progress of learning compared to the others and gave them some motivational tips on how to improve their grades;they are inspired. Announcement of appreciation is also given to the entire class if everyone is really doing their best in their progress of learning.

The way my students perceive me may very well be a reflection of their behavior in my class. I am planning on learning everything i can to set an example for my students to follow in hopes of maintain a stronger professional environment. I must maintain a professional distance and not enable my students slack off from their learning.

I do not see curriculum and instruction as readily separable. Rather than emphasizing expected learning outcomes, I prefer to focus on the learning experiences where students develop their own meanings; knowledge and skills as a result of their own experiences interacting with the subject. Simply, emphasizing curriculum content with many of their needs and interests to make the subject content more relevant.

It is important for me to understand that what I say, how I say it, and my non-verbals should be consistent. I have found that students' understanding and behavior is evoked from their perceptions and interpretations of the product of data taken in through the senses: sight, hearing, touch, and even smell and taste.

Sometimes I have students write a paragraph about an experience or a summary of an article. These aren't worth many points and some instructors, in a rush, may not even read them completely. I find that some are so completely incomprehensible that I cannot even decipher the content. Am I getting TOO distracted by the poor spelling and grammar? Should I send these papers back for proofreading? Or would that be insulting to the student? Is it unfair to not give credit to poorly-written work? It is hard for me to visualize a student in a professional setting who cannot write. Help me be more understanding....

What is the best way to allow students to share experiences but not use too much of the class time?

How long can students typically focus on computer manipulatives?

Is it ok to send everything out to the students all at once on the first day? How can we eliminate overwhelming the students with info. overload on the first day?

On the average, how many hours a week should we take to prepare our classes?

I am currently teaching a Kinesiology course which lends itself well to active learning. We talk about each muscle, go to the massage tables for palpation, and I ask the students questions about origin/insertion and the muscle action. It helps the students visualize if I use something on the skeleton to show where the muscle's origin and insertion are, and they can see how a ribbon shortens when I perform the movements.

I agree for having mini lectures, since the attention span is short for most of the students, and also keeping students involved in discussion, and using different style of teaching such as showing videos, and giving demos, so this way they don't get bored.

Making a first positive impression is very impotent by getting in class early and greeting students at their arrival, and having all materials like syllabus, lecture outline, calendar, and agenda for the day ready for students.

A well prepared syllabus include policys for Attendance, Professionalism, Practical/Lab, Quizes, Exams, Homework,Missed tests or assignments, Academic dishonesy, course requirements, and grading criteria.

What are good times to be available for students? Should we be available 24/7?