As an instructor, we should always use open ended questions to get are students interested in what we are doing in class, for some of our students that are shy, it helps them get questions ensured, so it reflects how much they are picking up in all of the lessons.

A major mistake that instructors may implement during a dissertation is to select a student that the instructor believes is not attentive due to a side conversation, dozing,etc. This endeavor could alienate the selected student's future learning abilities via unnecessary animosity and possibly cause trepidation among other students, thus destroying the prime objective of the dissertation: the assimilation of a key point.

There is a student that we all know well. He/she asks many questions; is quick to answer questions asked often times without being called on; does not receive critism well from colleagues. There are discussions with the student regarding their behavior and you review suggestions for how they can improve and not distance themselves from their peers. Does anyone else have any suggestions?

Which test method do you believe is best in assesing student knowledge in a technical field, aside from hands-on?

I find positive reinforcement to be essential when encouraging students trying a new career in a technical field. Especially being open minded and may not be "technically sound" is always a challenge.

What are some effective questions posed to students to help determine the effectiveness of a given instrcutor? In other words, which questions help their supervior get a true depiction of that instructor, without students who didn't simply didn't put the effort in, or just didn't get it, don't but all of the blame on the instrcutor?

What are some effective ways in engaging the student(s) in class discussion who are shy to answer beacuse they are not doing well in the class and are seeimingly feeling "dumb" when they cannot answer correctly?

What are some approaches that instrcutors take when it is evident that the class is a mix of auditory, visual, kinesthetic, and written word learners?

After 15-20 minutes of lecture I will have various quick games that the class can be involved in. One of those is to hang several large sheets of paper around the room and divide the class into small groups. Each group starts with one paper and writes down something they have learned from the lecture. The groups rotate until all groups have reached all papers.

A student told an administrator that the course he was in was worthless. He got no value out of it and could learn everything he needed on his own. It would save him a lot of money if he just quit. this was after he was the only one to fail my final. I talked to him about the surprisingly lackluster performance by a bright student on his exam and he acted as if it didn't matter then blasted the entire program in an email to my supervisor. How can I counsel this student and motivate him to not only commit himself to learning but most importantly to succeed?

How can we get our students to read more? Student dont understand what they are reading. So when you give a test on something they had to read they dont pass.

Here is say its good to give out study guide and handouts. I do give out study guide sometimes reason the student dont like them. They dont see this should help them. Then its stude guides I do not do.Student want the study guide to look like the final exam. I have seen some study guide to be just like the final. How is that helping the student. It should only be a guide to what they need to study. RIGHT?????

Sometime I feel that it should have more information in it for some classes and have to much for others

Cmil=2kli/Vd This is a formula my electrical class struggled to retain until I swapped "2kli" to "2kil". The formula now reads like this: The doctor said "Take some Cmil to kill VD." Cmil=2kil/Vd They rarely forget it now!

How we respond to a student's wrong answer is crucial, not only to that student's success, but to the success of the other students who are afraid to answer. We must create a positive atmosphere that focuses on response rather than whether or not a student got the question write or wrong.

Setting the expectation properly, save you time in classroom.

Learn from colleagues is the first step to start with teaching

I love to play games, anything to do with encouraging, active learning in the classroom. The only thing I get frustrated with is students who don't feel they need to be active in order to learn. They would just rather keep lecturing and test! I encourage them and still meet alot of resistance, any suggestions?

I've found that open questions require the students to become more engaged with the subject matter. Unlike a closed question which only requires the recall of memorized information, the open question engages the interprative faculties. This stimulation of thought through; deductive reasoning or criticle thinking processes ensures the full engagement in the active learning process.

using different types of questioning in your class helps the instructor in many ways; are they getting the material in the lectures, can they answer questions after they perform manipulative skills, then see if they are prepared to take an exam many days (sometime weeks) after the lecture and hands on tasks.