This is the first time for me to teach the class I am teaching this quarter. Sometimes things happen because of outside scheduling that doesn't correspond with my outline for the class. I'm a little frustrated with how often I have to change things up. I'm hoping the next time I teach this class, I will have my timeline figured out a little better.

I feel that PowerPoint lectures are the student’s gold mine of information. When I preset a PowerPoint lecture, I always give the students a copy of the lecture that has fill in the blanks spots so that the students keep their attention. It all falls back on the old teaching styles, see, hear, touch and do. With PowerPoint presentations you give the students a chance to meet all of their learning styles. I have received fee back from my Dean that my classes quiz and test scores are above regular for the class size. So, I support and defend PowerPoint lectures.

I am not sure if this has been covered in another thread, but at what point do we as instructors move away from the test banks that we are given and go to a test created by ourselves for evaluations?

When getting ready to teach a new class, I print off a list of study aids that will help the students be successful with assignments, quizzes, exams, lab work and in class discussions. Every time I teach a class the students are very grateful for the study helps. I make sure the students know that they can e-mail or call me with any question that they have. Every student understands that I will help them understand the material but the student does their part. It is always a two way street. James

I teach Math at a technical college. I used to give in-class quizzes that covered the material that we had learned that day. I found that many students struggled with this. I changed my format and started giving take-home quizzes to do over the weekend. I like the fact that they have PLENTY of time to do the quiz. My students like this a lot more but there are some problems; 1. I don't know if each student is doing their own work. 2. If someone doesn't do it then I'm not able to go over it in class. I've thought about giving the quiz at the beginning of class when they come back from the weekend but again there is that issue of "time" that scare a lot of students, like if I give them 10 min to complete the quiz. Any suggestions?

I give students a 5-point quiz based on material covered on the previous day or assigned reading at the beginning of each class. This serves to: 1. evaluate understanding to date 2. keep students up-to-date on reading assignments 3. reinforce learning for summative evaluation 4. discourage tardiness!

Over the years of teaching, I have developed an outstanding way of designing a course addendum. I break down the addendum in to four categories. First, Units or weeks, second, Assignments, third, test or quizzes and fourth, any lab skill assignments that are being preformed that unit. The student will have a week by week understanding of what is being covered and due each week. This will give the student a better understanding of how the course will proceed in the coming weeks.

I sometimes pose questions and require that all students take a stance on the answer, physically moving to one side of the room or the other. Members from each side try to persuade the opposite side to join them, resulting in lively debate and sometimes a consensus. Even usually quiet students often become bolder, taking confidence from knowing others share their opinions.

Instructors are hired to teach for the institution of learning, they are to be instructor’s first and foremost above everything else. An instructor should develop attributes such as being fair, professional, motivator and most of all to have leadership qualities that students can emulate. Students in the first few minutes of class will size up the instructor and make a decision on how the class will be in the coming weeks. James

Is there any statistical data about which learning style is the most popular among college students?

I have a student at the moment that is battling cancer. This gentleman is bright and enthusiastic. I find him to be a great example for other students that just can't stay focused. Of course I cannot share his situation with his fellow students. He is in treatment at the moment. He refuses to let it interupt his education. I work with him on a daily basis to make it easier for him to keep up with what he misses due to his treatment schedule.

The first week in class I always have some type of class participation which involves each student having to do a little reading in class, and then explain what they have read, this helps me get an ideal of weather the student can read and comprehend, or if they can read but not comprehend what they read.

I like to move thoughout the class because it gives me a chance to see if the students are paying attention, it also makes them realize that my focus is not just on one person but on everyone and that I expect everyone to participate in the class discussion.

What are some ways to motivate students who appear to be less engaged in class?

How often do you update your notes?

How do you write an addendum to the syllabus?

How long should a lecture be?

I have a very hands on program that I teach in, so I find it a little challenging to apply information to my learning styles that prefer it auditory vs. hands-on. I tend to structore my classes in a very lecture and lab orientation to accustom to both learning styles. For different learning styles in the classroom, I have also found it valuable to have the diffences in the learning styles because it gives students a different perspective on things. What is an example how you incorporate auditory vs. hands-on learning into your classrooms?

How many times do you lay out a syllabus and have it ready before you meet your students for the class for the first day of class? I submit that you are missing a great opportunity to connect with your students. I have the requirements of the school and any accrediting bodies identified as the first priority, then any additional minimum items that I want to cover. Then, most importantly, let the students fill in the blanks. Why, you ask? If we predetermine what the next ___ weeks will be, are the students really engaged from the beginning? I have them review all the chapters of the text to get an idea of the full scope of what will be covered then have them write a paper for the next class in which they tell me what topics are most important to them and what kind of learner they are so I can make changes to the syllabus and rearrange how I prioritize the material and how and who will be teaching what parts during the term.

I think meeting the class for the first time s a little scary. We all want our classes to be awesome, like us and be smooth. Each time we start over we don’t know what to expect. I always try to break the ice, with a get to know me, get to know you game. I typically go through all the important facts, syllabus and what I expect PowerPoint, then bring them each a small bag of M & M’s and have them tell a story about themselves if they have a blue one, a vacation they’ve been on with a green, an orange tell us about a hobby, a yellow tell us about your family, etc. I think a class that knows a little about one another has a better chance of having that cooperative learning style, and a more caring attitude about learning. When they realize I actually do care about their learning they are more apt to be engaged.