admit when you do not know the answer

most of our students are visual learners

nothing worse than a teacher that only lectures

i have the students draw a pic of what they like to do for fun and then have then class guess what the pic is

always be prepared for the unplanned

It is best to use the word "tentative" on some syllabus items to provide an opportunity to be flexible in accomplishing the couse objectives.

I'm a brand new clinical instructor teaching on a medical surgical floor in a hospital! There seems to be a lot of down time on the floor. I try to come up with things to do to fill the time! But I am having a hard time doing this for 10 hours. Then afterwards, we need to have an hour of post conference. Does anyone have any ideas that are exciting and enhance learning? Thank you!

While often times we find ourselves sympathizing and being apathetic with the students for the many reasons as to why they were late, didn't attend class, aren't in dress code etc., we are infact setting them up to fail in the "real world!" We all know that if we continue to provide excuse after excuse as to why we aren't doing what we are supposed to in regards to our place of employment we would be terminated. However, I do understand that "things" happen but we need to start laying down consequences and get these men and woman prepared for "real life!"

Virtually all textbook publishers offer some pre-packaged content for at least some of their book offerings. The content can consist of images, PowerPoint lectures, lecture notes, animations, movies, question pools etc. Using pre packaged content will hit for the most part all students learning skills.

The first day of class sets the tone for the rest of the course. To reduce students' anxiety and uncertainty, try to create a relaxed, open classroom environment conducive to inquiry and participation, and let students know what you will expect from them and what they can expect from you and the course. 1. Visit the classroom before the first meeting. 2. Build a sense of community in the classroom. 3. Address students' concerns. Set the tone for the rest of the course. 4. Greet students when they enter the classroom. 5. Start and finish class on time. Encourage questions, and give students the opportunity to talk. 6. Stay after class to answer questions, or invite students to walk with you back to your office. 7. Write the course name and number on the board. 8. Take attendance. Mention department course policies. 9. Explain the procedures for the course's sections. 10. Describe the relationship between the course and its sections and how sections will be run. 11. Review any prerequisites for the course. 12. Define your expectations for student participation. 13. Tell students about campus policies on academic honesty. 14. State your expectations, and let students know what you regard as cheating and impermissible collaboration. 15. Hand out and discuss the course syllabus. 16. Invite students to attend your office hours. 17. Review safety precautions. 18. Review emergency procedures. 19. Bring copies of the required texts to the first class meeting. Introduce yourself to your class. Ask students to fill out an introduction card. Begin to learn student's names. Discuss the objectives of the course. Ask students to list the goals they hope to achieve by taking the course. Describe how you propose to spend class time. Give your students ideas about how to study and prepare for class. Give an assignment for the next class session. Ask students to write their reactions to the first day.

One of the most important () is the need for planning. Far from compromising spontaneity, planning provides a structure and context for both teacher and students, as well as a framework for reflection and evaluation. •Who am I teaching? The number of learners and their study level or stage in training. •What am I teaching? The topic or subject, the type of expected learning (knowledge, skills, behaviours). •How will I teach it? Teaching and learning methods, length of time available, location of teaching session, access to patients, internet resources, clinical skills models, etc. •How will I know if the students understand? Informal and formal assessments, questioning techniques, feedback from learners. To these we might add the following. •What do the learners know already? •What are the learners going on to next? •What do the learners want to know or be able to do as a result of your teaching? And how will I find this out? •How will I build in flexibility to address unforeseen learning needs?

Teaching the students and involving in this process helps to understand better and brings more focus to lectures at hand.

I have a military student in my class that look bored every class. I have tried everything, Any advice?

Any ideas on a quick and effective method of learning students names?

Giving that I am an adjunct employee and I work a full-time job. What are some ideas on time management for planning?

I have a very good personality and the students take well my teaching techniques; however, I feel I could use some advice on how to stress the importance of certain information?

Being organized is obviously key to being a good instructor. I know I struggle with organization... the stack of paperwork lying on the floor right now reflects that statement. Any ideas from other like me out there that are only teaching part time and have other things on their plate to deal with??

Effective Assessment is very interested to discuss. I had my higher education from four different countries, Associate Degree in Nigeria, Bachelor Degree in Ghana, Master Degree in United Kingdom and Post Masters Certificate in USA and have found two extremes of assessment criteria which are the essay type and objective questions. United Kingdom university education systems believes Essay testing which incorporate critical thinking while the USA feels objectives questions in the form of multiple choice is effective. I was surprise when I was presented with multiple choice questions during my Post Masters course in the USA. I am not here to judge which one is the best, but I believe blending different types of testing will create effective assessment.

One my first day I went over the class rules clearly and in depth. However, since that day, noone is paying any attention to them and I feel as if I have lost control of my class. How do I regain that control back?

I have been pulling stories from my experience in efforts to get my students excited about the subject, but that's not working. Any suggestions?