I really appreciate this opportunity of learning more about how to become a better instructor through this coursework and webinars provided by our college. I've had the privilege of teaching adults for several years now and enjoy it more than I did when I first began teaching. This coursework will help fill in the gap for me professionally as I have not had any formal instruction of classroom technique other than a few workshops here and there. I've chosen education as my second career choice and am loving every minute of it. Really appreciated the professional reference of www.acteonline.org - I plan to join soon.

I find it difficult to find create course content. What are some ideas to keep it fresh?

I find students have trouble processing the information on the first day.

What are some tools to deal with these types of students?

It is very important the instructor know what kind of disability the student have so the instructor can support them in the class. Very good point!

The students learn a new language and a new carrier at the same time than some of them has more difficulty to understand the class. Very interesting this point!

Although all of these suggestions with the use of color and music seem wonderful. My director is old school and relies heavily on the use of a chalk board. Although I would love to decorate the room with posters and charts, how do I get my director to agree to that? Next class, I am going to play some music for them and see how they react.

Is the best way to interac with the students and be able to know the level of learning.

Is The best way to learn how to deliver new information and know the diferet students in class.

I particularly enjoyed this part of the module because I always challenge myself to keep learning. At the beginning of each course that I teach, I share the following quote from Ralph Waldo Emerson, "Every man is my superior at something and in that, I learn of him." I explain to the class that we all come from diverse backgrounds and have different life experiences. I let them know that we all have something to offer and that I expect to learn from their thoughts and life experiences. I believe sharing this line of thought encourages students to speak up and also opens them to the idea of learning from one another. Jan

I like all forms of testing. On every test I give I will have one or two essay questions. I do this so the students can express their own thoughts about a subject.

I ask questions in medical form first. Then class explains the answer in medical form. If I see that a student still doesn't get the information I will put it in their terms.

I use instrument identification games with my students

I play instrument games with my class

In my Career Management & Business classes, I take diverse learners one step further to understand diversity. I wrote it on the white board in large letters. I explained the definition of diversity and the reason why not all being the same is okay. I let the student talk about differences in race, ethnicities, cultures, appearances, and economic conditions. When I incorporate this discussion, I find the students are more tolerant of differences with even advanced students being more tolerant of slower learners or learners with LD's. The more advanced students were even receptive to tutoring or providing supplemental explanation. As a result, the more advanced were motivated by their gained respect from their knowledge and the other students grew in confidence from the support of their peers.

This chapter had good information. A real eye opener.

The Module "Instructor Competencies" was really helpful. Really enjoyed and will use what I have learned.

During my first Module of teaching, I was somewhat nervouse, but over came before the end of class. I really enjoyed this module "Meeting the Class for the First Time".

I strong agree with having Technical, Professional and Personal competence in order to help our students successed.

I have used this technique. Through my observations, a higher level of quality participation occurs. Group members are very cognizant of the peer review and strive to produce in timely and effective manners. The work product of the group is not completed by two or three students. The group members realize the accountability to the instructor and the group itself.