In our hvac program student have to get through levels of applied skill that give them the base they will need to have when obtaining their chosen career. One of the first concepts I review with them in orientation is my continued assessment of those skill through various testing. That testing isn't any thing more than another way they and I can assure their skill. For most they start out fearful but soon realize it's benefits when we review their progress.

This is very helpful when there has been a question asked that is off topic and finding a way to relate it back to topic, answer the question, and get the class focused back on the discussion at hand.

I would be interested to learn of the research in music and frequency spans played in learning environments.

Advice on how to refocus without cutting off speaking students

I almost always prefer assessments that require students demonstrate how concepts are applied.

Using both formative and summative assessment gives instructors and students an effective tool to set goals.

Active learning seems like an ideal method! However does it take into account all of the different learning styles? It seems to mostly cater to kinesthetic learners, but I suppose it depends on the actual lesson plan. Some students still may learn best lecture style, but I definitely prefer instructing/participating in active learning.

I have always find that scaffolding questions for students an effective strategy that leads to deeper understanding when the conversation shifts to higher order thinking.

I tend to be a very audio visual learner, so that is how I usually direct my lectures. It is important to remember though that many students are very hands on and need to be able to perform a task in order to learn a topic.

Creating a lesson plan to follow has helped me stay on task throughout the course. Not having a lesson plan in the start of my teaching career has left me disorganzied and off task. Delivery Methods was a very interesting topic. I learned some new ways to delivery my material.

This section was very interesting. Not only do the students feel anxiety, I feel anxiety as well the first night of class. Introductions are a great way to combat nervousness. During my time teaching, I have come to the conclusion that telling the students something personal makes them feel more at ease.

My school is a hands on training school teaching a trade. Our classroom is purely informative with an open book test during one of the few classroom times. I am having difficulty marrying the idea of a different way approach learning styles when ultimately to pass the test the student will have to perform a sequence of tasks in a specific order in front of a state agency. How can you approach a physical test for a auditory learner?

How many tests are appropriate to give per 5 week-module?

What should we do in a situation where student questions take up alot of the allotted lecture time?

What is the best way to teach, or best learning style when you have a small classroom size?

Is it better to make a first impression as an authoritarian figure or is it better to be lenient because its the first attempt the students are having to take tests etc with a new teacher?

Sometimes, When I give out syllabi that have been modified from previous instructors (since I'm a new instructor and still perfecting my own), I find my students just ignore it. How can I show the importance of the syllabus to the students?

I feel as though the differences between syllabus, objectives, curriculum, content should all be defined and differentiated more clearly. What does everyone think?

Most teachers tend to go with their strengths. Some teachers have charisma and can wow the student with a lecture. Others can dazzle them with their hands on skills. I say stick with what works best for you and make sure it is working with your students. Work on any weakness you have and improve on it. Make sure your students are following you through the course. Anyone who said you need no more than 5-7 steps have never put together a battery operated jeep for a child. You may need 5-7 sets of those 5-7 steps. Just make sure each set is precise. I honestly believe that you not only grade yourself. Let some students grade you. Don't say "So how did I do tonight?" Maybe ask the student how they did and were they able to keep pace understand the steps and felt good about the outcome. No teacher wants to find out how well the students did on final exam day. I think everyday deserved a grade for both the teacher and the student. Understand being a top teacher is hitting on 95% or better. Nobody is going to be perfect.

Excellent course! I can apply what I learned immediatly to my class. Lots of new techniques learned