So many instructors, as students, attended the traditional college model with lecture as the main focus - it is only natural then that most try to recreate that setting in their classroom. However, especially when dealing with non-traditional students, that lecture format does not work well. You still need to give the students information but lecturing for extended periods just wont cut it any longer. Use pairs, small groups and other acitivities to get the students invoved in their own learning.

I plan on using the CAT concept as much as possible. I know one concept that has been working well for me is that I make my students take weekly chapter quizzes over the weekend. Once we meet back into the classroom the following week, I break the students down into teams, and they engage in interactive activities that I’ve created. The student’s love this concept, because they all are very knowledgeable in the subject matters at hand, which tells me that they did read the chapters; and every single one of them participate. I’m always thoroughly impressed by how they know the answers to the questions. The participation is so good, that we always have to be told to keep the excitement down from other classes. Now with using this process, I will engage the students that scored low on the quizzes more to make sure they’re taking notes of the questions and answers provided from their team members during the interactive exercise.

When I make an effort to get students involved in various classroom discussions, I first try to gain as much personal information as I can about each individual; at least what they’re willing to share. When we have specific discussions, I try to relate the questions to the things that they have interest in i.e. hobbies, life experiences, life goals, etc… This will encourage the student to contribute more, and they’re more willing to participate because they can relate to the discussion somehow. This is my reasoning behind getting to know all of my students. I really like to use this tactic for the students that are normally quiet and bashful, this somewhat forces them to participate in discussions because I’ve related the question to something that they’re familiar with.

Is it better just to choose random students for groups? Or first evaluate each student and then assign students in groups to help with diversity?

The course mentioned the issue of culture and eye contact. I was just wondering if anyone was aware of specific cultures that find eye contact offensive and if you have come across it in class, how did you know and how to prevent an attempt to connect with the students from being perceived as offensive or disrespectful ?

Can anyone apply what was learned in this block of instructions to online classes?

I have a student who is falling behind in class and having a hard time learning the material. Yesterday he offered to pay me to tutor him outside of class. I wasn't sure how to respond. It's probably unethical to accept money from a student but I was wondering how to get him caught up.

I was wondering if anyone had any tips on how to deal with students talking during my lectures without creating bad vibes?

Monitoring student learning groups effectively is a skill every teacher must learn about. How to be a good monitor is a skill and needs to be developed as an instructor. Any suggestions for student learning group monitoring?

Instructors should always be observing students to detmerine thier comprehension of concepts, but an instructor who is working with a student whho has a learning disability needs to become a real detective. He/she needs to review all the little details of a student's abilities to help him overcome his challenges.

Motivating students that think they cannot learn anything, should be one of our priorities

Learning how to cater to students' diversity makes and instructor more skilled even when dealing with a class with minimal diversity.

Student groups are excellent tools of learning. Even when an instructor communicates a concept in a very good way, it helps to hear that concept from another person. Groups and group discussions among students help with acheive this.

We have a blind student in our massage therapy program and while I have not had him as a student yet, I know that other instructors have struggled with him. I know I will probably have him eventually and I am wondering how in the world I am going to make it work. I don't have any training (beyond this course) in how to instruct students with special needs. So much of what we do is visual and we teach with demonstrations and examples that he cannot see us perform. I am having a difficult time thinking of what I will be able to do to help.

This course suggested that an instructor can videotape his/her lessons to review how effective his/her communication skills are. An instructor should also ask peers to observe and give feedback on this to get another person's perspective that is trained in the same area.

I work in a small college and a lot of my students are adults. They tend to have problems in their daily lives that they present as excuses for missed assignments. How do I convey a sense of care, but also professionalism without babysitting them in their college career?

In the medical billing and coding cirriculum there is some material that gets touched on in every single course. It is imperative that they are an expert in these subject areas in order to successfully complete the course as well as pass their national certification. There is one chapter towards the end of the course that is basically a review of policies and laws that pertain to our field. The information in the chapter is information that the students will have studied on numerous occasions. One thing I like to do on the day of this lesson is place them in small groups. Have them read the chapter in it's entirety to make sure they aren't leaving anything out. Then I divide them into small working groups and give them a specific section of the book. I then have them designate a time keeper, researchers, an information recorder, a group speaker, and a group leader in their small groups. By allowing them to select thier jobs it allows them to play on their strengths and assures that everyone in the group participates. I then have them go thru the assigned section of material and have them come up with a visual presentation describing at least 5 things they learned, or that they werent familiar with before the project. It has worked the several times I have done it and the students like the interaction within the groups and the opportunity to present their knowledge.

I teach classes online. What suggestions are there to keep groups on course, monitor performance and keep the slackers from slaking?

What are some of the effective ways to brake the ice for the students on the first day of class?

How can I make teaching anatomy interesting, since I can't break every 15 min. How can I get class participation?