I have found during my short teaching experience is that not everyone wants to learn and that those that do not can affect those that do negatively. What do you do in cases like this where some students want to learn and one or two do not?

I like to explain to students that they need to work through the issues, like in a real world scenario.

I currently teach a 4 1/2 hour class on Monday nights. I try to mix the class up with lectures, videos, breaks and discussion; but I still begin to lose most students after 3 hours. Any advice??

I have found that introductions, professional experience and shared interests are great for building a rapport between the students and I and benefits the entire class overall.

I found that letting the class know that the syllabus is flexible and can be tweeked as the class progresses, is a great way to reduce the stress for a student as the class begins.

Hello, I'm totally new to teaching and just started my first class. I was asked to instruct after coming in as a guest speaker and afterwards the instructor asked me if I wanted a job :) I teach a class of almost all adult students. One thing I notice is that most of them expect a passing grade up front and expect to put just enough effort into the work because they feel they must. I dont know if it's because they are adults and feel that "School work" is more for young students? How can I convey the importance of hard work and get them more motivated?? Thanks

The topic on using memorable moments was particularly interesting to me bacause thsi is something that I do in my classes with students but not after I get to know them a little more. Some students are either just shy, or private, and before I use personal examples from what I have learned about the students, I try to learn the students themselves. I still think it is an excellent way to get students to retain information. If you use examples from their life experiences, this is something they can relate to. I also ask students for personal examples, so that they can draw from their own experiences. Most of the time, I find soemone else has a similar story.

I would like to get input on how you pace delivery of content within the time allotted for the class, responding to students questions and talking about real experiences without running over. I feel like near the end of the class I am rushing through material to assure that I have delivered the content that is expected for that particular class.

Involving students into groups give every student the ability to see the entire project and develope it through to the end without having to do each seperate assignment. The use of groups allows everyone the inaction and training along with completion on time. Everyone is focused to be on time therefore not to let the other members down in the completion of their task. Adding all the task together shows the students the whole project. Students are willing to work harder in a group rather than letting their peers down.

The instructor needs to develope a plan for lecture which moves him through out the classroom and keeps students involved. Instructor can start asking each student why they chose this field of study and how they will apply the training to real life. Using this information, he can freely move about the classroom and have each student show their plan for action. Take a few good plans and intermix with lesson being taught, using students idea to help demostrate the object of the lesson. This will force everyone to stay connected since their plan could be next. Finally keep focusing on varies students, which allows the instructor to maintain eye contact and facial expression.

What are some ideas for the first few days of school for dental assisting students in a A AND P CLASS? tHANK YOU.

I've tried to implement a variety of tests / question types this quarter and have managed to uset EVERYONE. It seems every type of student resents at least one type of question. So just suck it up and go? Or is this a modifable problem?

This is a great tool that I will use in my introductory lectures

Our school's switch from a 3x4x3to a 2x2x11 schedule has allowed for much better evaluation. Hoping I can take the points of this session an implement. My "test writing" and ongoing evaluation need some brushing up.

Love the Socratice method. In fact imho I need to "branch out" and try some different "questioning" methods. Suggestions?

by a visual/tactile learner in a series of heavy reading / lecturing classes. Trying to mix up my whiteboard presentation, color coding my notes and hopefully i'm getting through. Hopefully this session will have giving me some tips but always looking for more.

I've transitioned to more small group activities in my writing class (which means less lecture). There was some concern about my students covering enough of the curriculum. The proof of success for me was the increase in the quality and quantity of their graded writing.

Many of the classes I teach are self-paced and timed. The students must demonstrate a skill using a computer program, and they must do it within a set time - typically the length of the class. It is hard to vary the testing except at major milestones such as the middle or end of the term. Because of the nature of the class, even then it is difficult to present more than multiple choice, true/false, matching. There is probably some room for creativity here, which is something I plan to work on.

First, there is no such thing as "disrespecting" a question. Turning a noun into a verb is a common practice, and very cool, but not correct. Questions can also be varied in the classroom, I believe. Sometimes it is good to through in an unexpected question; it could be one the students were thinking, but were reluctant to voice. This also relaxes them because they know that no question is wrong, and every question will be treated with respect. It is then that a true exchange of ideas and information can occur.

At my institution, several courses are self-paced and instructors are there to help students who have difficulties with the information, or applying the information. I don't think this type of class lends itself to learning styles, primarily because the help is individual, and based on the progress the student has made. It would be difficult to halt the entire class to discuss a problem because each student is at a different place in the book, and may understand what this student does not. This type of atmosphere makes learning styles a moot point, don't you think?