As adjunct instructors, we have the exciting opportunity to participate in and facilitate the learning processes of others, specifically adult students. As facilitators in learning for the adult student, it is imperative that we have a firm grasp as to how adult students learn if we are to be effective facilitators. Cross (1981) states that "When we talk about how children learn, we often focus on the developmental stages that children go through as they mature. Adults likewise go through developmental stages which can be grouped chronologically or sociologically (i.e. grouped according to socially defined roles of adults)." This statement by Cross reinforces the importance for instructors to ensure that their instructional style involves wrapping together their personality and competencies into a presentation format that will inform, encourage, and instruct each student. Do you any advice as to how a relatively new instructor can identify and develop an effective instructional style?

As a relatively new and young instructor I find that there is almost no end to the ways I can improve upon what I do in the classroom. I would love to spend more time observing other instructors, taking additional classes, attending conferences, etc. but find that I often run into two barriers: One, I have trouble making the appropriate time under what seems to be an impossibly long list of "other" administrative duties that keep me occupied. Two, the budget for conferences, classes, materials, etc. seems too thin (nonexistent, maybe?). Any suggestions for improvement that can be squeezed into a small time frame and (preferably) require no financial commitment? Thanks!

An instructor needs to love and understnd the learning methods of differnt students some students need to discuss, some need to see pictures. An instructor needs to acknowlege her students

Important to have these set early on, and encourage to move in small steps that the puzzle will eventually come together

At times a challenge they need to understand they are in a professional field, and patients depend on their clinical and medical knowledge.

Our students lose points for spelling on exams and assignments. This can be a real sore spot for students with dyslexia.

I currently have a student who is learning English as a second language. She speaks well, but her comprehension is not as good. She demonstrates her hands on skills very well but her exam scores are low. It is clear by her answers she does not understand what they are asking. However, she refuses any tutoring or additional assistance. Very frustrating!

I prefer small groups and usually try to pair students who are at different levels in their understanding of the material as well as different social satus.

I find it helpful to often time lecture from the back of the room

I have not had to work, that I know of, with a student with learning disabilities yet, but this topic will definitely help me in the future when and if I do have to work with a student with a learning disability.

Besides the fact of some students having difficulties speaking the English language I also come across writing deficiencies. I have noticed when students write up in the patients charts that they have a hard time writing using correct past/present.... etc tense. I help them correct the grammar, but what else can I do to help them improve grammar skills? I only see the students during clinic time, I don't work with them in the didactic courses. Should I bring this issue up with the didactic instructors?

I only spend about 10-15 minutes with a group of 5 students at the beginning of clinic. After that the students go and work with there perspective patients. While I have them in the huddle I have them tell me what their plan for the day is with there patient. I always leave time for any questions that they might have regarding there patient or any other questions. So I spend more time individually with each student. Sometimes it's hard because some students need more attention than others and I feel as though I cut them short. What I will do is let the students know that if another clinical instructor is available they can always go to them.

I work more one on one basis. so I try to be as clear as possible with my students. Being able to communicate clearly is really important so students are able to understand me. sometimes when English is a second language it can be hard, but I try to speak at a slower pace so students and I can understand each other. I always try to keep eye contact also. When showing my student(s) different scaling techniques I always make sure that they can see me clearly.

America, the melting pot of every civilization around the globe. Yes it is often difficult to teach the ESL student, but is it any different than when my great grandparents came from Europe speaking only German? I agree that it is difficult and needs attention however it is not supported though specialized programs governmental funds. But rather the dedication and willingness of the immigrints to accept the challenge and make a change toward becoming an American Citizen.

In teaching I believe that group tasks increase the learning outcome and provides much needed social interaction in order to achieve successful task completions. However, often it is observed that a group will split unintentionally into the active and reactive sides. Better stated it is the doers and the waiters. When conducting group activities an instructor must be aware of this and learn methods to involve all the students in the group dynamics. Teaching by wandering about to me is the best means by which this is achieved. Stopping by each group and pulling the waiters into the conversation in instructor gains control of the learning outcomes as well as the classroom for all the students.

Connect it to the practice of being a gypsy, but the constant wandering about the class as the topic is delivered fully involves the entire class. This wandering decreases the stress levels and the tendancy of instructors to focus in on only the engauged students. By making peace with the pacing, an instructor brings every student into the engaugement of topic which by the way, sparks prolonged discussions from those who normally would not be involved.

I have just had a class that were mixed learners, 2 of them were auditory and they asked me if they could bring in a tape recorder to listen to lecture,I had 4 others that were hands on, the more book work they could do the happier they were and then the rest visual they had to see the lecture, so I had to comply with different learning styles and as an instructor point of view we had to learn to accept the different learning styles and go with the flow. Verna

It was really interesting to learn of all the different questioning techniques. I was not really familiar with all of these techniques and I was using some techniques I wasn't even aware of. This is another course I will refer to as needed

The range of ability and background in the classroom can be used to the teachers advantage. Just as in the workplace people can fall into roles naturally.

Pedagogical content knowledge must comprise a practical application of the scientific method that encourages the students to learn since knowledge would help them to interact in a real life situation and ultimately lead to developing problem solving abilities.