My first term I taught I had a student that had an opinion about everything I said. I didn't know how to deal with the situation at first but after awhile she backed off. I needed her to trust me I think and believe I knew what I was talking about.

What is an easy way to engage all members of the class? How do you pull out the ones who don't engage and not shun the ones who always answer?

"Learn" Gives the students a variety of course contents.

You are setting good first impressions to the students by , planning, being pre-prepared, and setting a comfortable enviroment for learning.

Plan and simply helps you or oranizr your time, and set the confident standard to the students. Helps in assiting you that class instruction were covered.

Its very important to have an open mind and remember that every year our demographics change in our students.We as instructor have to improve continously.

I've always find that having my students read ahead for the topic of the day gets them prepared for discussion. I can zero in on particular students who have difficulty understanding the topic and that even helps me more in providing them the additional support they need. I simply concepts to their level of understanding until they get it so everyone of my students are on the same page.

What I mean by the vague questioning technique is that I will ask a student a simple question that I am expecting an elaborate answer for. When posing the question, I do inform the class that they may help, ad to, or even continue the original students answer. I have found that engaging the questions this way for this type of educational facility has helped with teamwork as well as good class comaradere.

In the classroom I have found the use of questioning Is a accurate gauge of comprehension.

Students have check-off lists that has to completed, through demonstration of knowledge of procedures.

I can remember when attending college, an instructor brought pieces of construction paper and markers to the first night of class. He had all students write their first and last names and created tents to place on the top of desks to keep track of student names throughout the duration of class. He also had us students to continue to bring during each class. I thought this showed interest in the students.

I always arrive early before class to prepare myself for class. I am the same way with my full-time job. It just makes my day go smoothly when I prepare early.

This course gave me helpful insight on how to be a better instructor during my next class. Any helpful suggestions from seasoned instructors in the medical field?

How do you deal with a student that doesnt respect you because of your age .You stay professional but she is off task and focus because she feel she is old enough to be my mother.

I've been recruited to teach an advanced marketing class for people wanting to improve their skill set for advancement. These are working adults from the surrounding community. I'm not sure requesting that the class address me as "Mr." is appropriate but I'm open to comments and suggestions.

When teaching a course in learning a certain software, I find that redirection is commonly used when answering a question. For example, if I ask a student, "Give me four ways to zoom in and out of your page on the computer," most of the time I get two to three correct or semi-correct answers. When this happens, I address the issue at hand, then ask another student to add to or finish answering the question correct.y.

I loved the idea of ticking a checkmark by each student's name to track my interaction patterns with the class. I try to be mindful of connecting with everyone, but I am aware that I develop habits of wanting to zone in on a few select students. On another topic - While this is not specific to groups, it is a unique issue I've encountered with remembering student names (which tends to affect my interaction with students in class and groups)... I find that my brain will "rewire" two students' names in class at some point in the term. Although I know the proper name, I will use an incorrect one, sometimes repeatedly - my brain says "Sue," and my mouth says "Jane." Does anyone else find this happening? And if so, what do you do to ensure you remember the correct name or to course correct? I learn all students' names at the beginning of the semester and use nemonic devices to remember them. I use their names often in class. I don't know what triggers the incorrect naming, but once it happens, I seem to get stuck and have to work very hard to remember the correct one! It's certainly not a major catastrophe, and often the students laugh and tease me - however, it's disruptive for me! Any ideas are welcome :-)

I use a variety of types of assessments including written and online.

I like to variety content delivery and then have assessments at the end of class to ensure that my students are receiving info and processing it accurately. I adjust as necessary.

I currently teach at a technical school where most students are fresh out of high school. There are 6 hour lectures on some days which challenges their attention span. For review they take a multiple choice practice test and keep the answer sheet. They then break up into two teams. I draw a baseball diamond on the whiteboard with targets scattered throughout. They then take turns coming up to the plate and throw a suction ball at the white board. I then ask the player what is the answer for question number 15 for example. (or any random number) Only that person answers. If the answer was correct the team gets the score. We then review the question and answer regardless. After the first inning they all have an opportunity as team to look over the practice test and answer sheets. The game continues until all the questions are answered. This keeps the students engaged and working together.