Im A new intructor and would like some ideas to engage my student when is lecture time?

I feel it is genuinely important to ask students for feedbacks so, it gives the instructor a chance to hear directly from students on how they feel about the course. Therefore, it gives us an opportunity to adjust or change anything that may improve the students’ learning experience

I truly believe that people learn best when they try for themselves. The challenge I feel though, is to get them engaged in a way that they feel "invinted" and "supported" throughout, especially if the activity/exercice is the first time around.

I guess I understand that music may motivate an individual or a group in thinking about a topic in a positive manner but I'm not sure that it would be appropriate/productive for every individual, group(s) or situations.

In the past, I’ve tried different techniques with challenging students to get the most out of them; but I have to agree that the “best results” that I’ve had thus far was when I gave them clear & direct instructions.

Please provide tip and tricks for teaching At Risk Students.

Would like feedback on getting new students to college to understand what expectations are and to follow through

Would like to get feedback on developing course that addresses students with learning disabilities

Would greatly appreciate feedback and advice on helping At Risk Students learn in a classroom setting

I would like to see more indepth analysis of teaching styles in this course.

At times I have students who I think may have a learning disability, but have not acnowledged this fact. To ask them is a sign of disrespect if I am wrong. I know that by doing nothing, I may be doing them a disservice. My hands are tied by privacy laws.

there is a difference between floating and just pacing up and down which can become distracting, floating shows the whole class is involved not just the front row maintainng eye contact to long can become uncomfotable for the student but 2 to 3 seconds is enough to let them know you welcome their involment, acknowledge them and are maybe waiting for a reply

I have had a number of students with various learning and physical challenges. In each case, I work to identify quickly those students who may need assistance. We usually spend an hour together and come up with a plan to approach the material. Usually more time and a very wholistic approach to the learning process works best.

In class, I often work with students to remember that there is a difference between the way we speak and write and the way we do so at home. This seems to lessen a "critical" impact. I even use myself as an example. I have a strong Southern twang/drawl when I am around family and friends, but in the workplace (classroom) I use standard English. I have also used Spanish when tutoring students as a lead in to English, getting them to understand the concepts first in Spanish, then leading them to explain the same concepts to me back in English. It reinforces the conceptual learning and English skills.

In my specific program, team work is essential and will be part of the work dynamic experienced by the student. I begin group work on the first day of class and continue throughout the term.

I move around the class room constanty while lecturing. I also move throughout the entire room, front to back, side to side. The improvement in understanding and attentiveness shows results in the grades.

One method I tried with students who have reading problems is to prepare a vocabulary lsit for the chapter ahead of time. When they study this list it definitely helps them understand the concepts. They seem to know the basic english words. The knowledge of key vocabulary words seems to unlock the more important theme of a chapter.

I found that students who are primaril spanish speaking but and fluent enough to take courses are more motivated to learn. They understand that ultimately english is their path to success. They apprecaite when I prepare outlines of teh chapters ahead of time. Also, a test study guide helps them greatly.

Sometimes when I break up students in groups, I will then revisit them sometime later and watch how group dynamics occur. Especially, how one may dominiate or sometimes the student who was shy becomes a group leader when it is a small group (3or 4).

One way I used to handle a disruptive student is to have him or her submit a short paper on a relevant topic. I then will ask questions on it.