Although we as instructors have instruction about learning styles made available, we are currently not conducting any surveys to learn the how our students prefer to recieve information. In your experience, have you seen or experienced resistance to the introduction to learning preference surveys where they are currently no in use?

I have a question. I have a couple of students that I suspect may have learning disabilities and are unwilling to ask for assistance. How do you assist these students?

In the career college I teach at, I find that we have students in our classrooms that are on different levels, across the board. What are good suggestions to bring everyone to a level where we can learn together?

The school I teach in doesn't have a lot of diversity. How would you recommend creating diverse groups? I often number off so that people are forced to work with people they don't always talk to, but it can be difficult when we have small classes and everyone seems to be so similar.

I will admit that I am not always great at using the entire classroom, but definitely see the value in covering the entire classroom - or floating. If I am concentrating on a certain item or writing things on the board, I find that I end up staying close to or near the front. How do you keep yourself moving around the room?

How should a instructor maintain motivation in a classroom where students are at very different skill levels? For example, teaching a software program to several students who are very computer savvy. One student not so much, there is a lot of frustration.

I have found first day is always an anxious time for both instructors and students. I always try to get the students to loosen up by introducing myself a bit and my history as a design instructor and why I became an architect. Then I ask them to introduce themselves and ask why do they want to study architecture? Many students have common backgrounds or motive and stories on how they got to the class and this helps establish a common ground between all of us as we are all on the same journey and I am their guide more than their instructor. I then ask for a volunteer to draw a specific object on the white board we then discuss as the idea of the object in terms of design qualities (not drawing abilities of the student). The student then hand the marker off to another volunteer who then modifies (or draws a new object) from all the input that was received in the dialogue. This gets the class not only speaking but also thinking critically about the issues we will be discussing throughout the semester.

I've been teaching for about 10 years now and one habit I can't break is cutting off the students before they complete an answer. I don't always do it but sometimes..... It is not malicious, but often the students answer will set off a new idea for me and I'm asking a followup or discussing the idea before the student finishes. I have tried to break the habit but without success. I often find myself at break time talking to the student and making amends. One of these days I'll figure out how to stop without forcing those long pauses where you then realize they actually were done 20 seconds ago.

You have to choose your teaching methot to fit how the student retain the information you present to them.

Function and presenting yourself professional--working on getting a student to come forward in responding to the subject.

I am the new instructor trainer on my campus so I am dealing with a lot of instructors with long developed bad habits. How do you change the habits without breaking the spirit?

I believe there is more technique involved here than the 'proverbial right way and wrong way'. there are many personal attributes that should guide a instructors check list for his 1st meeting; personality, experience, train of thought and message you want the students to leave with. The module suggests there is a right sequence and an obviously an incorrect sequence in how to welcome and take charge of your class. Personally I would not use this sequence and would amend to accomodate what I think flows best and what it is the last thing I want the students to take away with them..

I do not want my class too boring. I believe we should use nice visual aides to comprehend course material for students. However, I do not know what kind of visual aides except power points we should use in the classroom. Do you have any idea?

I usually get really nervous when seeing new students in the classroom. Do you have any idea that I can relax to see them at the first day of class? I also would to know how I memorize the student name quickly. It is so hard for me to memorize their names.

I have a question about teaching style. All instructors have teaching style. I would like to learn very effective and unique style. I am a relatively new so that it is nice to know other teaching style.

Lesson planning is important so students can feel more at ease with the information

Time management and being prepared should be the most important cause

I always use multiple choice so i can cover everyone learning ability

I find that using cats has helped alot in my students ability to retain information

I have found when i lead them in a direction i can get almost all my student to question me when i say something off the wall to get back on topic