one must fully understand the problem in order to get a sucessfull plan in order.

understanding the exact learning problem they have is key to devolping a plan to help students.

a varirety of group activities helps keep it intersesting and maintains focus

eye contact shows you are talking to them and you give them your attention

In my classes I always try to use examples to get my points across. I use own experiences in the workplace to share with my students. I also try to use analogies so that they can use them to relate to the points being taught. It is really amazing how much these things work and make the students understand what you are trying to emphasize.

Staying current with new technologies and new advancements makes for a good instructor. I teach in the healthcare field and and work in the healthcare field. Health care in the US is changing rapidly and staying current with changes is important to me. The difficult part is staying neutral and not let my opinions be known. What are some strategies for staying neutral on hot topic like Healthcare?

I discovered that by frequently complimenting students on a great job done, their participation and interest levels rocket higher. Is this something that's been discovered in other classes?

My learning style is based on developing class activities thata can match with real world situations. For example, a mid-term could be an oral presentation scored by a group of people

Dr. Meers, I am a new instructor teaching a 4 hour evening class. It is often difficult for me to keep the entire class engaged for the entire class period. Any suggestions? Thanks, Laura

I do like assigning group work as it exposes students to differing personalities, work styles, etc. Most of the time it works well. From time to time, there would be individuals who do the bare minimum or nothing at all. They obtain a social loafing mentality where they sit back and rely on others to do all the work. How do I deal with that?

Maximizing students' potential through facilitation is exciting and rewarding. Many students are nontraditional students who come from various backgrounds. Engaging students in a comfortable environment where they feel they are able to focus on reaching their educational goals is essential. I have had many experiences with international students, diverse students, and students with various backgrounds and ages. Providing them an opportunity to learn in an online environment where they are provided the tools and encouragement to succeed can be accomplished in a variety of ways. I believe the most important thing that faculty can do to facilitate student learning in online courses is attempt to make a personal "connection" with the student and to create a "safe" environment. The greatest way to ensure a successful relationship with an individual is to make sure that you create an environment that is safe to ask questions, to be confident to take a risk, and to be our real self.

Planning is vital. Some of the issues that I have encountered and have succeeded are students who are time pressed so they are not able to get in the three separate days in order to get the maximum assessment points here. That said, I would set a call with them to help them se a feasible dedicated time for them to go in, even if it is Friday, Saturday and Sunday, as I am certain they can provide 20 minutes of their time in one of those days. They need to realize that this is normal and that they cannot make excuses not to log in. They are here for change, for the positive, so pushing them a bit will help them with this process as well. A second issue would be that they do not computer access or Internet Access. I always email and call them to tell them that they can go to a library or to a Wi-Fi area, if they have a laptop, as this is what I would do as an instructor should I encounter this issue. Mitigating circumstances are another story (such as weather, health, etc.)They are empowered to make the final decision and I think that our words of advice do help out! In order to help them realize this and get them out of their old routine, ensuring to at least connecting with them and showing that you care and that everything is feasible can certainly help them improve!

This effort would have to be supported by several assignments requiring students to find and share different types of information to develop a team product (jigsaw, project team). This would provide the instructor with an opportunity to review the team's work and provide appropriate comments regarding the collaborative aspects of task and encouraging appropriate collaborative activities. Firstly, Knowles 1984 research indicates our focus, to be most effective for the adult learner (whether online or in the traditional classroom), should be on instruction that is explicated, task oriented, applicable to the learners’ experience, and directed to permit personal discovery as the means of acquiring knowledge whenever possible -- presumably adding to the learner’s personal experiences. Secondly, Gagné, Briggs & Wager, 1992, note nine needs that must be met for adult learning (online or otherwise) to occur: (1) reception -- gain student attention; (2) expectancy -- define objective(s); (3) retrieval -- recall of prior learning; (4) selective perception -- stimulus to learn; (5) semantic encoding -- guide to learn; (6) responding -- elicit performance; (7) reinforcement -- provide feedback; (8) retrieval -- assess performance; (9) generalization -- enhance transfer and retention. One way we can help students learn to give and accept feedback without conflict arising is through the use of a team charter that includes an agreement on the way feedback will be given and received. Dealing with this issue early in the class is imperative I think to avoid the harmful effects of poorly given and taken feedback. The charter also lets the group know that feedback is coming and it is OK to get "negative" feedback. The important focal point of any "negative" feedback needs to be a positive response to it focused upon how it can make us better. Talking about this before it happens lays the foundation for success when it comes.

IO do not like standarized tests, bcajuse students are at different places. A true accurate measure is what you taught in class and went over. I don't believe I got to play the I Gotta Game

Having this unique group of students do extra reading assignments empowers them. I make them push themselves and the outcome has worked for me. Has anyone tried this?

I find folks with disabilities gain ground in education when I have them read in front of the class. Not only do they do well but they gain confidence. Has anyone experienced this?

I like to put the new students in groups with former students as they feel more relaxed working with them on the first few days rather than working alone. It gives them an immediate support system. Has anyone tried this?

Walking through the class is a very effective in teaching adults as you can get the students in the back whom usually do not participate to do so. Has this ever confused anyone's students? I've had students ask me why am I walking around.

Subjective evaluation is probably the best but also the most difficult to "fairness". Attitude as well as time of day affect this type of grading.

As an instructor I found the table of characteristics and types of questions very informative. I viewed the question level, expected student behavior, instructional process, and key words helpful in better understanding the structure. I thought the information was helpful in expanding my understanding leading to a better classroom environment.