Unfortunatley lecture is part of the learning procedure. It is all in the presentation. Instead of looking like a civil war photo all stoic and just spewing cirriculum, walk around, have students get out of there seats and see the examples you are talking about(if possible of course, we teach mechanics) Ask questions, use there answers and questions as a review for the others,don't just answer for them. I take votes to see who feels if the issue is correct. and we talk about both sides of the issue and correct accordingly.

I tend to pace in front of my class while I lecture, what is a better way to use that energy?

I have only encountered one student with a diability in my classes and they were legally blind. They could see some things but could not drive and do other task. I did provide additional assistance for them as well as the school. Denise

I have had students in the past that didn't have English as their first lanaguage and I have become frustrated with them. This section helped me a great deal in techniques to work with these type of students. Thanks, Denise

I don't feel that I have had good success with organizing groups. There always seem to be those students in the group that don't do their fair share of the assignments. Then the other student complain to me about the issue. I use to get involve and talk with the student that was having issues with their work. Now I tell the groups that they have to work out the issue amoung themselves. I am not sure that this is the best way to handle the situation. Perhaps the group can give me tips on this. Thanks, Denise

I have never heard of the term "floating" in relation to a classroom setting. Many times in the past, I have stood behind a podium in order to feel "safe". However, after I have gotten use to the class, I feel more comfortable in moving around the classroom and talking to my students. I am wondering how you can incorporate "floating" in the online enviroment. Do you show your presence in many parts of the class, especially the discussion area? I work to stay involved in the discussion area but am wondering if this show enough presence in the online classroom. Do you have any suggestions on how I can be more present and show that I am moving around the classroom? Thanks, Denise

One must always be aware of how they speak and act. If a student perceives negativity his emotional response may trigger poor performance just as a positive experience can result in good performance.

Employing a variety of learning methods better engages the instructor and give the student the most opportunity for success.

Using the right choice of colors and music when appropriate can definately stimulate the senses therefore enhance the learning environment.

Formative assessments are excellent tools to demonstrate to students as to how well they are retaining the lesson objective. The instructor will also be able to tell whether or not the assessment is effective by analyzing the students' scores and utilizing them to enhance the assessment.

I always pose questions upon completion of learning objectives to evaluate if I covered the concept thoroughly.

I know that when I teach a class where the content is especially challenging to grasp I have to alter my delivery to reach each learning style.

I love my new classroom. It offers the best of everything related to my subject matter. The room is just the right size to fit a lot of students, yet everyone is within an easy talking distance. It's got the latest technology for showing a variety of media, and the Smart Board is quite practical. The room is well lighted and quiet. This provides the perfect foundation for every suitable presentation style. I can always match the best delivery style to the task. Who knew teaching could be so much fun!

How do you deal with anyone who complains that whenever they see or take a test their minds go blank?

The message in this module is clear; if we can monitor our classroom environment, be aware of the words we speak (what we say and how we say it)it can only improve the learning experience for our students.

Are there any ideas that can be shared about how to really spark an interest in students asking questions of interest about the subject matter.

At which point do you incorporate all of the various teaching styles? Or do you divide them equally?

After each segment of instruction, I always ask a few questions about what was covered in the last few minutes. This lets me know who is really paying attention and who really is haveing trouble with the information. I don't want to continue until all understand the subject matter. At the end of the day again ask more questions and lastly start the new day with again more questions. I know the more I ask the more I get back in feed back and the better retention the students have.

Describe how we learn and change.

As long as the student takes notes and studies this does work.