The best way to get all students involved versus those who are more passive, I have found discussion groups of no more than three, sometimes even two will bring out more positive involvement

The different styles need to be exercised for each new piece of information to ensure each student not only learns through their own personal style but is exposed to alternate ways of learning

testing material should be kept to current material and is a good measure of student knowledge.

using student feedback is a good effective way to keep students interested in the course of study from past student comments

The certification exam that my students must take after graduation has recently changed from a written to a computerized test. I am trying to find ways to expose my students to taking standadized tests on a computer, so that there won't be that added anxiety during the certification exam. I must admit that I am not a fan of this style of testing, it seems limited.

I use poker chips to award class participation. 3-4 different colors of chips, each worth a different point value, are awarded for different types of participation. Example: white chips = 1 point and are awarded for asking a question, green chips = 2 pts and are awarded for answering a question, blue chips = 3 points and are awarded for further explanation of an answer, red chips = 4 points for finding a practical application of the content. The students get really involved in discussion because it's a competition and the one with the most points at the end of the class gets a prize!

The module stressed that it is best to avoid reassigning group members. This has often been problematic for me since in my courses the groups are set up the first class session and in the following sessions due to drops/withdrawals/absences some groups are drastically reduced, not only permanently but unpredictably from one session to the next (and because of absences, differing groups are affected in different sessions). Maintaining any kind of positive group dynamic becomes a real challenge. What are some effective techniques for dealing with this problem?

my students select their own music during lab time. Tastes and preferences vary and I would not want to subject my students to music that they don't care for while they are trying to work.

I am a electrical automotive instructor teaching young people to be able to step out in the working world and repair the electrical issues with the cars/trucks we have today. With all I/we do in classes, with books, power points, hands on the best way for me to know if my students understand is by asking questions. Most times I can take a students answer and turn it into another question and ask another student. I have found that students like this. I will jump around the room so they do not know who I am going to ask next and sometimes they hold their hands up and say ask me something. Of course knowledge of what an instructor teaches (subject)is a must to be able to continue this type of questioning.

While lecturing use the entire room to let the students know you are comfortable in your environment.....

It is really importan for an instructor to have a good working knowledge of the topic being discussed. As I observed in my experience, the students will gauge the instructor, speaker or lecturer on how deep their knowledge in the subject metter before they start to listen and become receptive to the information given. I liked the way you presented this course and it helped me a lot. Thanks.

The idea of beginning a class with activities that are based on the whole experience rather than "pieces" of learning makes a lot of sense. I have practiced this but never read the theory. This learning encourages me to do this more. Margaret Bennett

Using examples in lecturing in teaching is a very good way to involve student in communicating. Once a teacher teaches a point and then uses an example as a way of making the point, students can then think of similar examples. In this manner the point taught is related to some experience the student has had. Therefore, making it relative to the student. Joshula

This appears a benefit of transforming sizable sectors of the conventional classroom by attaching large scale or sizable objects, or two dimensional display items as to cause encounter by the students, possibly in a secondary or more passive, but still influencing the effect of retention.

The longer I teach the more I am inclined to emphasize each students' strengths, and ferreting out their individual learning styles, versus dwelling on their weaknesses. I am finding that because of this the 'Pygmalion Effect' is maximized. Students who came into my design or sketching classes doing poor work are beginning to do some very good or acceptable work due to encouragement and praise. I would rather be remembered as the instructor who spent serious time with each of them one-on-one and helped them get over their sometimes self-inflicted hurdles than the instructor who made the classes so impossible and unnavigable for them that either stopped attending, were frequentely absent or failed due to lack of improvement.

I find that requiring a combination of methods for both project based deliverables from the students along with combining my delivery methods really helps reach everyone AND also exposed students to a variety of ways to engage in the material. This is my preferred method of conducting my courses. For example, I will hold a topic discussion after speaking directly about it including some visuals that spark conversation and feedback. For the student work, I will require something visual with something written (wometimes formal, sometimes more informal), and also have them prepare to verbally discuss their work to the group. This provides everyone the chance to excel, learn and be exposed to basic requirements of any field they are preparing for.

I am new to this field and have found this module to be very helpful in basic teaching skills. I have several classes that overlap in time (with some students just about to graduate, and others coming in as new students and having to teach both at the same time).I have different levels of student learning, which I have found to be quite challenging and complex. I am trying to find my way through this difficult instructing method and would like to know if anyone else has the same issue, and how they dealt with it? The business college I teach at focuses on getting the students in and out so they can get a good job quickly. Therefore creating this overlapping schedule.

This chapter focus on time management and preparing for day. If a thorough prep was completed one should have no problems with the lesson and holding the students attention.

After completing this chapter it has brought an important question to the table for discussion. Are we really ready to be a role model. It is so important to look at one self and do an adjustment on our life history, focus on the key issues and try to be a guidling light for someone less fortunate.

I enjoy eye contact with students it shows that I want to engage with the students