The success of your instructional style is dependent on your audience and the subject matter. What do you think?

I have found that groups work very well on chapters that are difficult to students and where there is a lot of imformation. Students usually work together to come up with ways to connect the content being taught.

Do you have any best practice on prompting student with learning disability to ask if they need help or require more time. It seems that for some of them it is taking a long time for them to open up and ask for help.

What percentage of T/F questions compared to multiple choice questions do you feel is adequate within a test?

This was an interesting module with lots of good suggestions for getting started. One thing that I have found, as a math teacher, is that I must confront "math anxiety" among my students on the first day of class. My class is Applied Math, and many of my students are coming back to class after many years or after another career. There is a great deal of fear about math in general and their ability to do well. I always tell a story from my undergrad days about a psychology professor I had who did an interesting and effective exercise in class to introduce us to the topic of fear and anxiety. I won't elaborate here but it always breaks the ice and gets them laughing, and leads us into a discussion of how to reduce anxiety, practice good study habits and strategies, alleviating test anxiety, etc.

I appreciate the idea of putting a box around important text, great idea, this will make LD students zoom in on needed information.

I find it helpful to go around the room and have the students introduce themselves because it helps me learn their names. I have them also state their career plan. I have a sheet that I always hand out at the beginning of the semester that has several questions on it. The questions include: It has their favorite subject. Their career goal. Their current job. Their class expectation. This lets me know if they are working 50 hours a week and trying to go to school, what is their favorite subject, their expectation of the class and what career goals they have and it helps me teach to their needs and understand them better.

On my first day, I was very nervous and excited at the same time. I totally agree with the module in that you can never be too prepared. I had an outline on how I was going to spend my day, but because my setting is not a classromm or laboratory but a medical facility, a couple of things had to be changed and ended up with some unexpected free time. I am learning a lot, and now I have more ideas on how to prepare for my next cohort of students.

It is important to have rules and policies of your class in the syllabus and have them sign a "received syllabus" form so they cannot say they never received it and have no clue about the rules. Making sure all of the rules of the class such as make up policy, attendance policy, class content and expectations are all covered day one so they cannot come later with confusion of the rules. Letting the class know that you are avialable to work with them and to contact you for questions makes them feel more at ease about being nervous taking a new class.

Planning ahead is a big thing. Always being prepared with the proper coursework for that lecture and class and the proper amount of copies and materials for the students, they like to see that the instructor is prepared or it sets a bad example and makes them not trust the abilities of the instructor. Being consistent also builds trust in an instructors abilities. Students look up to their instructors as role models and they tend to put the instructor on a pedestal. Being consistent with the same rules for all classes lets them know that your not bending rules for certain students or playing favorites, rules are rules for everyone equally.

I would say that there are some students whose ambition outweighs their ability and potential. While they can, with effort and time, learn the same materials as their peers and perform the same tasks.

The success strategies suggested in this course helps deal with students with English as the learning language. And also the point that many of these success strategies can even help with students outside this group.

Group assigents are liked by averarge or poor students. Good students might dislike it as they feel like they are doing all the work Having groups they make new friends, exchange phone numbers etc. which helps later on as they help each other and try to work on homework assignments.

moveing around the classroom is important to maintain control of the room and also to keep the students more ingaged. If I move around the class I can see students from different angles and will notice if one of them is being distracted. It also gives the class a bit more action as floating around the room causes the students to move around.

With the five most common disabilities, which resources should you use to determine if a learner has one of these? If they managed to go undetected through school (not a hard thing when there are so many students in schools with a shortage of teachers) it might be difficult to get them assistance. So, my question is how do you help students who might have slipped through the cracks and are past the age where modifications are required.

I have come across several students who are overly intelligent but they get bored when the B studetns are trying to grasp new topics. Each student should feel as though they are learning, but with a limited amount of class time it is difficult to address each type of learner. I wonder if, in the early assessment of a student we couldnt develop better lesson plans that started with the big picture for all students and then went to the direct application so each learner was engaged? But would that be effective, would there be enough time in the lecture to ensure that each student is progressing?

By evaluating the level of comprehension of the students. It provides valuable information to assist in the understanding of the class content.

It is helpful to evaluate the student comprehension of the topic at the beginning of the class and also evaluate at the end of the class. By asking them questions, it provides me with information on the level of their knowledge. At the end of the class, it gives me an overview of the level of comprehension from the students. What is your best practice to evaluate the student knowledge.

I use life experiences in the classroom everyone can relate, even those with reading problems or ESL. It keeps them focused.

I like to read the surveys provided by students regarding my teaching style or about the class itself. Once I have read the surveys, I make immediate change on the syllabus, my instruction style or the tempo of the class i.e. more breaks or less breaks, etc. I also like to read on more materials about the subject matter and therefore giving me more tools to succeed. I believe I am a mentor, manager and model when it comes to my style of teaching. I emphasise being a mentor a lot. Guidance is the key to a student's success. ~Louis