Using questions as a means of analyzing what the student had retained, works well. I have found that some students look forward to questioning as a good means of reviewing material from class. Unfortunately some students dislike being questioned in front of the class, even to the point of panic. I have found that having more than one student responsible to answer the question, relieves the tension created by singling out a student. Because our classroom is set up with tables (three students to a table) I can call on students by table. They can confer and come up with the answer collectively. I encourage students to question each other as a review before testing. Students on a one on one session feel less pressure and will participate. I can listen in on these smaller groups to add questions, or guide the questioning.

I feel it is very important that the student let you know up front the first day that they have a problem. this way you can help the right from the start and they will not fall behind. catching up is hard to do .. I may have to explain something several different ways for the student to understand. Doing this in a group setting gives another prespective for the other students as well

I will usually give exaples from past experiences. It lets the student relate to Why they need to know the information

When in demos I only allow 2 students to pair up no more than 3. any more than that, Someone is always left out of the learning process

I float and make eye contacy because it lets me know that student are paying attention to me and it also helps keep them moving as they follow me around the room.I also can make adjustments or backtrack on the info a little if I begin to see the deer in the headlights look.

What do you suggest for a teacher who has English as a second language? It seems to affect the confidence and interest of the students on their teacher.

know that u as an instructor should come with more than one way of teaching a lesson.

how can not being prepared affect the lesson plan when it comes to giving instructions to a class?

After completing the course, I realized that I am guilty of over-using procedural questions and worse, using the "filler" questions like "does that make sense?", "OK?", etc. I think I need to practice my speaking skills, as those types of questions help fill space when you are nervous or trying to maintain your train of thought. Does anyone have any advice on eliminating filler questions that arise out of nervousness?

When the student's disability makes them inappropriate for the career?

Does walking around the room while lecturing work?

So often in the classroom, we tend to generalize our questioning concerning content to "Are there any questions?" If I want to get more response from students I will use oopen questions and encourage the students to give their perception of how the content can be applied to the actual work that will be performed in the Lab.

Is a pre-test on the first day really a good idea?

The way that information is presented today is much different than when I was a kid, long hours of pure expository lecture is the old way of doing things. Not that the style of lecture doesn’t still hold a place in the classroom but combination techniques seem to be a good way to shift a drifting attention span back on to a subject. By incorporating interactive ability, problem solving and case study concepts attention can be returned to a subject.

I did like the example of getting to know the students names and I agree that not taking the time to learn shows a great lack of respect. I liked the secondary idea of asking students which name they prefer to use. I have found this to be pet peeve especially with a name like Michael, it could be Mike or Michael but I have had some refer to me as Mikey.

Is it O.K. for a college instructor who works at a college where the students are in a low economic level for the instructor to dress down to match the students dress?

I am a firm beleiver that you if think you are going to fail then you probably will. Sometimes students just need that instructor to see something positive within them. I never focus on the fsailing grade and the negative impact. I look at the positive things that the student has accomplished and work from a positive end.

Many of our books come with web pages that are super fun learning games. Many times i can do them in class, however i have found that students enjoy doing them at home to go back over gthe chapter covered in lecture

I do agree that color and light do enhance student learning. I use power point but never shut off the lights. if i am in a classroom that has windows I always open the blinds.

I sometimes find those difficult students are looking for attention. Si i have leanred when to provide the attention or when to move on and not bring the center of attention to that person.