Students come to college and a built-in histories of serious trauma (physical,sexual abuses, sexual assault, witness to oviolence, homelessness, difficult family environments) or they migh experience seriioius trauma or loss during their academic years, some serious mental health disorders (bipolar, schizophrena) do not show signs, until students trust or build a comfort zone or trusts with faculty staff. I witnessed and experienced all the above, but did I identify their trauma, yes, to some degree, till students will actuallly tell me "i was not able to get my medications because of lack of money, etc., I am developing hives all over me, I need my medications, I cannot stay in class today, etc. etc." Along with ordinary college and life stressors, student struggle with their own special challenges that coincide with middle and later adulthood (adjusting to new environment, managing academic transition times, dealing with career path issues, multiple roles, maintaining appropriate boundaries with teachers and students, etc .)feel alone, isolated, and even hopelessness when faced with academic and life challenges. I had an encounter with a distress students just recently. She missed three weeks of classes, (with 6 classes, both clinical and administrative courses), being in the process of eviction, with two children living with parents, parents don't want her around her children, working in a bar to sustain her most basic needs,), student also has a 3.8 GPA, which she would like to maintain) I spoke with student advisement office to ask them to intervene and assist this student with regards to some financial assistance, and tutorial and or assistance liaising with other instructors. As an instructor of administrative courses, I chose to offer distance learning initiatives or communicating with this student on line. The challenge is the student do not own a computer. I told her to use the library and or the learning center. Some of her clinical instructors gave her essay topics to augment her grades, but she still has to pass the hands on competencies. My question: how do we help these students in distress. My answer: Give them all the ACADEMIC alternatives and or possibilities; but it is their CHOICE TO DECIDE AND TO KNOW THEIR PRIORITIES, WITH REGARDS TO THEIR PERSONAL LIVES VIZ A VIZ THEIR ACADEMIC LIVES, AND OTHER PERSONAL SITUATIONS.

Fun and simulation really keeps student involved in learning. After seen what shown they try on their own and with some trial and errors they build confidence and are able to do it.

I keep finding students who seem to be several different learning types all wrapped in one! I guess that makes sense! But it seems you need to keep mixing it up to keep them engaged!

students that work together can learn from each other, one student may expand on a topic

when speaking or lecturing, it is important to avoid becoming boring with a mono tone voice.

These activities are a great way to get student actively involved in learning the material. The more you get them to think outside the box about the material the better. It also allows them the opportunity to feel like they are part of the discussion.

A combination of powerpoints, white board and discussions are a great way to pull the information together. It gives everyone a chance to actively participate in learning the material.

I like to surprise my students when we do introductions. I like to ask questions that most don't. Like what do you like to do for fun, what is your favorite movie/tv show, and other like that. Then answer the same questions. It makes everyone more relaxed and also sets up the room as a place where we can openly talk about issues.

Planning class material ahead of time is very useful. You just have to be careful to leave "wiggle room". Sometimes I send more time talking about a topic then originally planned since the students are contributing to the topic. The more discussion on a topic the better and you have allow for time for this to happen when you are planning for class.

I like to use lots of everyday examples while teaching class. Especially when we are discussing topics that are concepts. It is easier to understand a concept when you have a real world example to pair the concept with.

does anyone notice that several students tend to leave the fill in the blank questions blank?

how can these techniques be used for online classes?

Has anyone found that lecturing tends to be the least effective method of instruction?

How to best teach a student with ADHD? There are several students with this disorder attending institutions of higher learning.

I often tell stories of personal experiences of my work history to emphasize a learning point. I find this seems to work well to strengthen the point I am trying to get across

I find that a good way to motivate students during lectures is to ask questions. If you ask students if something is right or wrong, you wil get a response and, usually, discussion. But the instuctor must control the discussion si that opinoins don't move too far away from the the lecture main points. And sometimes a dominatant student may be just plain wrong. How do you liven up a lecture?

I believe the daily lesson plan is critical. Even if all that you have planned is not accomplished, you know to move that segment to the next class. The lesson plan helps to include a variety of learning experiences rather than just lecturing for the entire class period.

I would like to discuss better ways to assess students that are taking online classes.

I am teaching a review course for national boards. How do i teach students to study for this. I have used study book guides & CD's, but quickly loose the students interest. any suggestions on methods for this course.

What is the best way to get students to answer questions asked during the lecture and not get just a dead silence?