I am a teacher in an alternative school wherein lots of my Biology students are technically adults. This is why I was drawn to this course. At the same time, I am an instructor of adults at a local career college. My highschoolers and certificate seekers have a lot in common. Many are of age, but have not developed the learning skills that would be expected of them at their particular stages of life. I have found that keeping the learning environment active gives them ownership of their educations. They are required to make frequent, small impromptu presentations. They are given materials to manipulate, writing assignments, and illustrations to do. These things challenge them and make the information really stick. They become the teacher in smatterings. I absolutely love having an active learning environment. I really had no idea that what I was doing was any different until a gentleman from the Pearson company sat in on one of my classes and was blown away by the activities and management I was employing. I am actually a trained lab scientist turned chiropractor who is a teacher at heart. Lots of the technical jargon is lost on me. I learn my audience and play to my audience. If they are bored, so am I. Activities brighten up any learning day and I am very excited to use what I have learned here to sharpen my activating skills.

Hello, I often find myself teaching computer related classes that are designed to teach students basic computer skills (email, Microsoft Office, etc...). One of the areas I often struggle with is how much time should I lecture compared to how much time should I have them doing 'hands on' activities. I remember when I was a student that I was quicker to learn by pushing buttons and messing something up over having an instructor lecture for lengthy periods. In a 4 hour class, what Is a good way to balance lecture time with lab time? Thank you.

I teach a laboratory class, and for at least part of every class, I am involved in an activity in one part of the lab and cannot leave, sometimes for as long as two hours. During this period, I always have part of the class participating in the activity, but the nature of the activity prevents me from allowing everyone to participate equally. Any tips on how to keep the rest of the class busy? I can give them things to do, read, study, etc. but I guess in the end it comes down to me motivating them to be productive during this down time.

Disruptive behavior disrupts my class. Should I ask them to not to sit together? These are adults (supposingly) There are people who are serious about their education.

I really agree with the statement that we can be a friend to our students but we should not become pals. I was tought this by my previous college instructor.

Out of all the Disabilities that are out there, can you ellaborate on what you believe is the most complex our difficult to understand?

To engage the students I ask them specific questions related to something they shared with the class such as there current job, and ask them for specific examples. This motivate other students to share their job related issues. This creates an active discussion related to the subject matter.

I am convinced that there are many students who are not even aware of the concept of learning styles - let alone which style works best for them. With every class, I usually have at least one or two students who are putting a great deal of time and effort into their studies at home and yet continue to struggle to try learn and retain material. Putting aside other factors (like learning disabilities, test anxiety, etc.), when I sit down with these students individually and ask them about their learning style(s), I have yet to find a student who could tell me how he/she learns best. What generally happens is that if I educate these students a little bit about learning styles; help them to determine what their preferred style is; and then have them try changing their study techniques to incorporate that style... learning and retention usually improves significantly. I was just wondering if others have encountered the same?

I am teaching the anatomy, blood flow and conduction of the heart and most of my students could understand it...but there were a few who just could not understand the information. After I tried several different ways of explaining the topic, I had the students get in two groups. I laid 2 long pieces of paper (about 15 feet long)on 2 tables and had each student illustrate they way they understood the information. It was amazing to see how each student came up with a different way to show their understanding of the material! I had the students that were having difficulties with the infomation walk around and pair up with a student who's illustration they could relate to. The students ended up learning from eachother and it was GREAT!

What is the best combination of test type question?

Can you explain CAT's better?

What can you do if you ask questions and you get "deer's in the headlights" responses or you just hear crickets?

My students request hands on labs. When I provide these hands on labs they really like it and participation goes through the roof. Unfortunately, when I test them on the material they do not retain the information. How can I improve their retention

Social networking websites distract learners in the classroom. The school's network administrators may prohibit access to popular social networking sites and instant messengers but the threat still exists with students who own smart phones. How are you handling the use of smart phones in the classroom?

One important element when I am presenting my lesson is an attention grabber that is also relevant to the content. Research shows that the average attention span of an adult is about 20 minutes. Every 20 to 30 minutes, I use a progressive form of the attention grabber to keep my students motivated. But I also find that some students' attention span vary from 5 to 15 minutes and they need individual motivation to continue to work on the labs and exercises. I have to do a combination of group teaching and individual assistance to keep the class moving. I'd like to read other teachers' experiences on maintaining their learners attention.

it is important to understand the difference between GED holders and high school graduates because it is possible to have a separate knowledge base.

Forunately I haven't had any student with learning disabilities like dyslexia but I know that I should be prepared in the future just in case I do. What is important now is the instructor's ability to recognize the presence of learning disabilities so he can adjust and do the proper management as a teacher. This training prepared me to handle this kind of situation in the future. Thanks a lot. Dr. Pastor

I have had instances in the past where a student is a very slow learner due to language problem who has difficulty in understanding english. I have to spend more time with her and patiently repeat words for her to catch up and give more lengthy explanation. In addition I actually assigned certain students who speaks english and her language to help her out and do group studies. She just graduated and is currently working. I must have given her the motivation to accomplish this; proof that proper motivation really works. Dr. Pastor

This method is really useful in the lab. After introducing a new ultrasound scanning protocol to the class I would divide them into groups according to their strengths and personalities to have a well-balanced grouping where the strong students are distributed to different groups where they could be the leader of the group. Also different personalities will have to be blended accordingly. Thank you for your very valuable inputs, it will help me a great deal. Dr. Pastor

Based on my experience I realized that movement and gesture inside the classroom is a big deal in teaching. YES, I agree that you can catch the students attention and interest longer in the lecture by doing so. More so they will have a better understanding of your topic of the day,especially the difficult ones because they are more interested and focused listening to you. Have a good tone or well modulated voice and add your smile and eye contact to the students; all of them are important for student engagement. Thanks, I learn a lot in this module. Dr. Pastor