Be relevant to your students by being conscious of what is relevant to them.

Think about how you would perceive your teaching methods if you were the student.

Teach others as you would like to be taught....RW.

Proper procedure is innate in every man and woman, we only need to nurture it...RW.

I set a goal of two weeks {class meets once a week} to remember all my students names at the beginning of a semester. Introductions the first day help along with sign in sheets. I do struggle when I have a class over 18+ students. Especially when it is our exchange program students. Any other ideas or suggestions different from the ones mentioned in this course?

As discussed for Career Schools the "active"part is much more readily implemented in labs. We have objectives, plan strategies, and access the final product. In lecture we do the same thing but time is so short and material is so broad that often instructors rush to complete it and skip the active component in the interest of completeness. To my frustration at times students appear to have the concept in the lecture but retention is poor. You have to find methods: the objectives, and properly referenced resources, and telling students they are responsible for all objectives even if all is not discussed in class. In that way you can use more time for active learning and students become accustomed to directed learning. So you do not hear phases like "you did not teach me that" or "you did not cover that in class". Directed learning is active because the student has to participate in collection and learning of materials in the objective.

I was met head on with an adult student that was having troubles in my Medical Terminology class. She suffered from dyslexia. When I inquired into what helped previously, she really could not recall. Initially we thought writing out flash cards but the hurdles still arose. Finally we came up with a plan, refrigerator magnet letters. It was the hand-eye control that really solidified the process. It was a fantastic idea. Wondering what other suggestions others have found helpful?

I have a large population of latino students that have English as their 2nd language. As they are trying their very best at comprehending the use of the English language, I am not compiling a little more on top of that by having them learn medical terminology. Of course, this is THEIR choosing to return to school for Medical. I have suggested numerous options, however it is a difficult concept for me, as I speak and know English only. Aside from arranging tutors for these student, does anyone have any other suggestions to assist me and them?

I have a group project for almost every class that I teach, yet I still manage to get those select few that complain. I use the example of workplace environment, in that "how would you resolve this then"? I have them reflect, maturely. Is it, would it be, acceptable to just complain without attempting to resolve any potential conflict in a mature and respectful manner? Any other ideas or examples I could use, would be greatly appreciate.

Although I appreciate the idea of floating to allow for additional observation of the student AND to allow the engagement, what is one to do when the class if FILLED and walking space is minimal? I find myself doing the pacing without it being intentional, but my space is limited. Maybe rearrange the seating?

How does an instructor deal with students that are motivated, yet their grade expectations is unrealistic, due to lack of studying?

Regardless of school policy,students continue to use cell phones in the classroom. They text during class-time. This is disruptive,disrespectful and annoying. Nothing seems to work, not even taking points off their final grade. They continue to defy the policy. Help!

My students rarely take notes. I provide a study sheet before an exam? Should I stop doing this to encourage note taking?

Again, this section advocates a one-size-fits-all approach to teaching. I use interactive PowerPoint lectures followed up by class work. Some of my powerpoints might be longer than 15-18 minutes, but they are interactive. This works for me and my classes. I teach English. This style might not work for teaching Psychology.

This section was just plain stupid! There is no one-size-fits-all formula for doing anything in any class room. The order in which you hand out the syllabus and show the text book isnt important. Providing an atmosphere in which your students feel comfortable and know what is going on is the goal. Personally, I put the course goals/requirements on the syllabus.

This material was mostly rhetoric. Many schools, mine included, do not give the instructors the ability to choose their text books. A syllabus is a great thing to have--as is a course outline and such as that. I go over mine the first day of class, but I have never noticed any of those documents to make much difference in a student's behavior. Some come to class on time, and they would do that even if I did not tell them it is required. Others habitually come in late and break other rules--and the syllabus will never change that. Lesson plans are a must, but the best laid plans of mice and teachers gang aft a'gley.

This is very basic. I saw right away I could skip the course part and go right to the quiz. While I certainly do see a need for a teacher to continue to grow as a model and an instructor, they are not going to accomplish that via canned, one-size-fits-all modules. The best instruction for a teacher is being in the class room. Every class has it's challenges, and meeting those challenges is where a teacher grows and develops.

Motivating students most likely increase thier participation. maybe by giving extra credit. Extra credit is a great motivator.

preparing any material early prior to the class starting and this needs to be done on a daily basis. Then if having a lesson plan completed early as well makes for better class management and the students will recognize that the instructor is organized and would follow the example the instructor is giving to the students.

It is very important to prepare for the subject before it is taught. This will prepare the instructor and have better time management.