Last term I used power point to teach and found i was not reaching all my students so i started having them read the power points. They all got it and grades went up 25%. I did discussion after each slide. This really works

I think the color sugestion and the classroom layout is a good idea looking at each other is far better than looking at the back of each others head

Every class is unique. Adjusting to the needs of the student's learning style makes the instructor's ability to be creative and motivating a dynamic and essential quality.

The impression you leave with your students after the first day is going to carry over for the rest of the term. Self-confidence, knowledge of the subject, and making the students comfortable in their environment as a way of showing that you care about their well-being will go a long way on bringing down barriers between the instructor and student as the class continues.

Being prepared ahead of time plays the dual role of projecting your professionalism to the students and building confidence in yourself as a responsible educator.

This is my first year as an instructor, and I have to admit it's been somewhat daunting. Between learning the curriculum, devising lesson plans, completing paperwork, and dealing with the occasional "stage-fright", I find myself second-guessing from time to time. Looking to the more experienced instructors for guidance and reflecting on my own past eduction has helped the most when dealing with these challenges. Organizing my workload and becoming more comfortable in my role as an educator are the most important goals I've set for myself.

One of the most important things to keep in mind when planning a lesson is to address different learning styles. Every student learns in a different manner. Using a variety of teaching modes not only allows all students to fully grasp concepts, it also helps to keep students involved and focused on learning.

I think two very important components of the first day of class are creating a positive first impression and setting clear expectations. The impression students have for you on day one is going to stick throughout the entire course. If you are unprepared, they are going to expect this will be the case each time. Also, the expectations you set will carry on for the entire class. Make sure you know what you expect from students and tell them clearly so there will be no surprises in the future.

How much planning and preparation is too much?

What are some guidelines to using real life experiences in the classroom?

I JUST WISH THERE WERE MORE HELP FOR INSTRUCTORS TO HELP STUDENTS

MY BIGGEST CHALLENGE COMES FROM STUDENTS WITH POOR SPELLING SKILLS

GROUPING IS GOOD AS LONG AS THE MIX IS RIGHT.I ALSO THINK IT PROMOTES PEER TEACHING AND THIS BENIFITS BOTH SIDES

I FIND IT HARD TO REMEMBER MY STUDENTS NAMES FOR THE 1ST 7 OR SO DAYS. WOULD NAME TAGS BE AND OPTION.

After 13yrs in my feild I was feeling burnt out, I was NOT excited about my career anymore. When a teaching opportunity opened up, it revitalized my passion for what I do. As a new faculty member this quarter, I was at a loss when asked to write down items for a career development plan. I really had no idea how to go about it short of the required CE for my field. Now I have lots of ideas for professional development, this 1st module has been a real eye opener in helping me to understand this concept. I know my renewed enthusiasm will reflect in the classroom too!

What do you think about a course with no in-class tests? The grade includes many homework assignments which are short answer but there are no in-class tests.

As an instructor for a Career Development class, I find it most beneficial to have a mix of different types of learning activities. I like to have a PowerPoint to assist me in delivering my lecture (for auditory and visual) and I also like to mix in "learning by doing" activities such as networking for 2 minutes in class. The combination seems to work great! I am wondering if other instructors have found success in this type of instruction.

It staggers me when students complain that the offered choices or statements on a test "don't match the definition in the book." Somewhere, students are not being asked to do more than memorize words, and that is passing for "education." When I say "somewhere," I mean prior to college. It is rare that I take language directly from a textbook for a test question. Typically, during class discussions I use the text as a springboard to materials from other sources. Since I teach law, those other materials tend to be court opinions and statutes. When learning rules of law, verbatim language is required. I will write fact scenarios for my test questions, then ask students to dig up the concept or doctrine or rule form their memories, then have them apply the rule to the facts. Law, like life, is not multiple choice.

I do not use test banks. At most, I might take a peek just to get inspiration about a different general topic. For example, if I'm stuck writing questions about contracts for auto sales, I might use a test bank to remind me that contracts for cleaning services or produce is another good topic for a test. But I will not use the substance of the bank's question. Why? I have rarely found test bank questions to be appropriately drafted to adequately test knowledge ***and application*** of the materials. Banks have too many multiple-guess questions and too many short answer questions that don't require sufficient application of knowledge. I like using CATs, especially daily quizzes covering material from the previous class. This seems to keep students reviewing materials. Not only do I get feedback on my performance, but it seems to help the students prepare for the unit tests. In my classes, the daily graded quizzes are less about the grade and more about review and repetition of the materials. However, between group work, CATs, and regular tests, I find I'm losing time for new substance. It's very frustrating at times.

In one of the pages for this module, the following statement was made: "Questions that are dramatically below (or above) the abilities of students will bore (or confuse) students. Target questions, even on difficult subjects, within the range of the ability level of the majority of the class." How do we find the level of the students' abilities? What can we do in a short course (small number of contact hours or only a few weeks)? I have trouble finding the general abilities of the students when one of my classes may have students who are nearly newbie status up to those ready to graduate with a bachelor's degree and everything in between. Sometimes I can find out the abilities prior to assessments when I open the discussion for review of materials, then never answer those questions. That is, I ask other students to answer the question. I hope that I create role models for all students by allowing good students to lead. It makes more students feel as though they are participating.