When I am teaching I am always going back to when I was in the feild. A lot for safty and short cuts.

Instructors need to make themselves available to gain understanting of the diverse learner. Establishing office or extra hours so the student can gain confidence with the instructor eases tensions during class time.

A couple ways are: you can tell in they are paying attention in class or day dreaming. You can tell by their spelling on assignment. You can tell when they speak. If a student seems "out of place to me" I will pull him aside and give him extra help. This has seemed to work for me and the students involved.

Working with students with learning needs can enhance the experience for the instructor and the student. The instructor can individualize the needs of the student. For example, if a student has a vision problem and is unable to see the board I write large in black. I also suggest the student sit near the front. Also often I put students in teams with a team leader who will work with their team members. I find this is a way for the student to have additional support in the class to help. Additionally I suggest the free tutoring available at the school. Also I encourage the student to see me during my office hours. The administrators at the college I work for have helped me helped students with learning needs such as a special computer programs to help students with learning needs get what they need to be successful.

Have the students read aloud.

Learning groups often help bring shy students out of their shell. Students will often ask other group members questions that will not ask the instructor. As mentioned in this module, students often learn best from each other.

The most common to me is personalities, some people just don't get along with certain other types of personalities, I always tell them that you need to learn to work and deal with all types of personalities on the job. This will also help build there own character as well and how they treat each other.

When my students work in groups, I assign a 'mini-goal' relating to the topic at hand and about every 10 minutes or so, I will stop group work and review the groups response to that 'mini-goal'.

It is the teacher's role to create and organize the group situation. The goal must be relevant to the skills they need and the assignment fit. Discuss a fair division of labor and keep groups together with a clear plan

By assigning a specific task to each member of the group.

To me the most important factor when teaching in a diverse learning environment is considering the "what" and "when". I teach in a lecture/practical application setting so it's really important that I am careful not to say too much while I am physically doing things at the same time. It can be very difficult for my students to understand a new concept while they are focusing (for example) on my hands kneading bread. If there is an important point that I need to make while doing such tasks I will always stop the physical part and emphasise the verbal. I also bring my hands up and away from the work so that their attention is refocused away from my hands back on to my face and what I have to say.

I tend to get ahead of myself - I'm excited by the course I teach and sometimes that enthusiasm pushes the lecture along too fast. When it happens, I can see that the students are losing track which is another reason eye contact is important. I' working on finding a way to keep my enthusiasm in check but still express it. In the next term, I'm going to try working in some small group exerices to create a logical break in the lecture and reinforce the topics.

I've always found that examples are what truly makes the lesson hit home with students. Students sometimes have a hard time following the lectures if they are theory based, so examples are used to illustrate the point using real world scenarios that students can relate to.

My class is small and I like to have the tables arranged in a horseshoe set-up. This gives me the opportunity to join the class sometimes and sit by different students. When the instructor moves around the classroom or lab, it helps the student stay present in class. We all go on a mental field trip sometime.

for those 2-3 seconds the student feelslike you are talking directly to them

it is very important that students be able to trust everything you say to them as an instructor. they are usually very disappointed if they find they cannot. unnecessary boasting only sets one up for ridicule. it is my experiencce that they are ususlly so thirsty for knowledge that they respect you so much and feel disillusioned when they find your information is deliberately incorrect.

I am looking forward to including all these methods into my class. Is there a particular order of the styles of deliverance that you should present your material in? Is there a proven/successful order of events?

I teach a class that has been together for around 6 months, so they are familiar with one another. is having them put names up on theirs desks a strange concept for them as they already know one another well. There are always some people in a class that are unwilling to open up within the class… what is the best way to have someone become more involved and vocal?

A well thought out lesson plan, that is layed out before class, is extrememly helpful in keeping the class moving at a good pace. It also helps make sure any important information is not missed that day.

The one thing I have done for my students is place stars on my PowerPoints, this lets them know what to study for the tests. They really seem to like this and it has worked for the past 3 sessions. I break my class into two parts. 1) Lecture and discussion and 2) hands-on techniques. This way I address all forms of learning.