I teach a culinary class one of my class end assighnments is to write in a daily journal. I believe this is a form of debriefing it gives them a chance to write about what they saw did right, wrong and or how they would do it different.

I notice while observing other instructors classes, that you will have a student who will take a break during lecture or demos as well as throughout the class take several breaks. What would be the best way to "curb" this behavior?

Most of my accounting students are very hands-on. They learn much better when they can work through problems and exercises. Listening is beneficial to the extent that they can visualize the process and then convert the process to action themselves. It can be very frustrating for students to read a chapter,listen to a lecture or view a power point only to find they cannot solve the problems. I go over a concept with them together in class and then give them a similar exercise or problem to work through. If they have questions both their classmates and I are there to help.

We have very good instructional videos that help by using audionyms, so the student can learn the new medical terms. I have found however, that at the beginning of each chapter there are key words that are not part of their medical terms. I have decided to have my students write out these words and their definitions, before lecture on Monday. I feel that they will better understand the meaning of the chapter content and the lecture if they do this. They will be graded as a lab completion grade.

I believe the point made about positive language is absolutely correct. As a learner and as an instructor, I realize I am very sensitive to the language used by my supervisors or teachers. I can only imagine that my students are even more sensitive.

Having been an educator for many years, I have found it useful to pose questions in one of two ways: 1) I may ask the student for their personal thoughts or opinions on a particular topic (which allows them some leeway in answering), and 2) I may ask the student what the book or the lecture states about a particular topic. Students love to give their own opinion and I have found that by asking for that the student feels somewhat more free to give an answer.

students may come to realize that many teachers have differnt ways of teaching. And so they should be able to adapt themselves to his or her way. If not, then the absolute choice would only be to widthdraw from the class.

by showing your students the expectations needed in the course. It may also eliminate the students who are not serious about taking the course to change their minds and widthdraw from the class. Because those are the ones who are not responsible and want you to baby them.

what makes a good learning enviroment is that it has to be quiet because that studnets have to be able to focus on their content or what ever the instuctor has given them.

each person has his or her own way of teaching and students should be able to repect that.

Students that are familiar to each other,are more comfortable in researching topics,and adding knowledge to the group....

Skills application tests are essential for nursing or medical assisting teaching. You need to be able to see the students demonstrate the skill to know if they can do it or not, it's not as simple as a written test in my opinion

I teach library information sessions. My instructor style is to ask students questions about library services, databases, research assistance, have they used the databases remotely, etc. This usually works out well because the students seem to feel like they are part of the lesson experience, instead of just receivers of information that I am talking to them about. I feel that they learn more when they take an active role in the lesson.

I really like that teaching requires honesty and if you don't know something let the student know you will find it

I like to ask the students the first day of class what helps them learn? This way I get a heads up on what kind of teaching to focus on

I have found that when course content is supported by my own professional experiences, or by my student's own experiences, it is usually remembered by the class better than when presented as simply text or other traditional methods.

I use my syllabus as a guide and include a class calendar so my students have a clear picture of goals and assignment due dates.

I try to change the environment when I can by doing post-conference in different places. This gives the students an opportunity to see possible employment opportunities.

Utilizing several types of assessments gives each individual student who excel in one type, the opportunity to increase skill in another. It also reaffirms the knowledge taught

This gives them the opportunity to eval themselves in how they are progressing, if there studying style if effective, and what they need to modify.