I try and be positive in class about isssues or topics that students bring up. It always help them see the positive in their problems and focus on solving them rather than dwelling in why me kind of scenarios. They move on soon and feel better atleast for awhile and focus better on the project at hand and how to move forward rather than being confused and frustrated.

I tried the debriefing of a field trip we have taken after I did this part of the module. It worked out really well and students point of view was much different from what I had expected. Overall it was a fruitful experience. I am going to continue to do that in the future.

Are there any learning style assesments you'd recommend for the first day of class?

by sharing your own emotions as an instructor,you're preventing a reptilian reaction, you suddenly become human and lower down the expectations by becoming approachable. by asssociation showing your true self, putting a real face or context to words you create emotions, students not only become more receptive to informations but they also become more effective in retaining those informations. the question is how far do we want to go?

When I walk into the classroom, I see myself as a Mentor for the students. When I reflect on my college experiences, I wish I had instructors who were mentors - I feel that young students do not necessarily have the skills or the confidence yet to seek out mentors - through such activities as networking...etc. Therefore, I can easily be that for them and help encourage them to look beyond the school for mentors that might more closely match their career goals if what I offer is not the best match.

it can be visual, auditory, kinesthetic with a common objective, but should we also consider the dynimic of an individual learner and the dynimic of a group learner?

I have had issues recently getting students to ask questions and the material in this unit has been excellent in providing me the information I need to promote participation among my students. I was wondering, though, how do you gain participation when there are outside distraction resources like computers and cell phones (for texting) in classes?

For my classes, I try to bring in a variety of learning methods. Not only does it expose the various methods to the students, but it hits on students' preferences. I also design a lot of my classwork to be involved in each of the methods so that students get a fair mixture of all the styles.

using all senses is more than relevant when you are training future chefs. it is important to understand the context and environment a chef will need in order to develop his skills and stimulate his creativity in the kitchen. using appropriate and varied colorful tools in the classroom can only benefit his prodevelopment and understanding of the environment within, giving him a sense of reality and also alleviating the pressure of stress he might encounter during his learning process,or during his career.

I teach keyboarding and MS Office classes with mostly kinesthetic style instruction. The problem I run into is the students can do a specific task, but they don't always know why they are doing it. The book is designed as a tutorial but the examples don't always help the students understand the purpose for the steps. Students will complete a project with 100% accuracy, but don't know why or when they would use it in real life. What is an alternative?

Who said "the more i know,the less i understand" maybe the answer is within, if you are an expert in a subject matter it is important to remain open minded to all new ideas in order to relate to the students. Acting out as a mediator is a good way not only to share and assess knowledge but it is also one way to reason, learn and find solutions to unanswered questions or new ideas. Learning goes both ways, from a teacher or a student stand point.expert or not we all have the same quest but different visions, the answers sometime can be found within the mind or within a classroom.

Reading this module was interesting because I have been teaching for a while now, 13 years. That can present a danger in a number of ways if the faculty member is not interested in growing in the classroom environment. Everybody has faced challenges that can be easily addressed by maintaining a personal status quo. Teach the same course for two consecutive terms and you can develop a good sense of flow and delivery. Continue to deliver that material the same way for another two terms and you run the risk of becoming stale. One of the things that has kept me interested in teaching is the challenge that each class presents, the challenge to present a defined series of learning outcomes in an evolutionary manner. We have to remember that our students do not live in a vacuum; they communicate outside of class, and set expectations for future students. Even a great teacher will lose students if they are simply relying on the “hype” students communicate; we have to adapt to each class as a new teaching situation. I am lucky, I generally have the opportunity to change which classes I teach every term, but one trick I learned from a college years ago was to assess and review how I was delivering material every three terms. This instructor was limited in the scope of what he taught, but was always reviewing how best to deliver the material and raise the outcomes. As a result his courses provided a vibrant learning environment for himself and the students. adress

I teach fully online courses. Learners cannot just attend in an online class. They must participate somehow. Sometimes the responses to discussion questions may be short, or something like "great post!" or "I agree." To get more participation, I ask for substantive thoughts of at least three sentences. I ask what more could be addeed to this response? Dependent on the topic, I may give a personal story. In an ethics class, I may tell of a health care ethics issue that I personally have dealt with. Or, in health care management, I may discuss a real situation that has occurred. This type of discussion followed by a question such as "Your thoughts?" seems to really bring forward lively discussions. Learners will post above their minimum requirement when their interests are piqued or they really have something to say.

I think it is very important to understand what you are asking before you ask someone else. You must be ready for the answers thrown back at you therefore your answer is I don't know but I will find out. A question has several angles that could be taken and percieved in many ways can have several right answers it just on which one fits.

I have been in school working on my master for the last year. I can not remember learning or using this type of test. One thing we must do is create a course online for the undergraduates using what we have learned as our test.

I like the idea of using music. I am going to try it while the students are working on their own doing lab work. Sounds fun. Students are young and very attracted to music in general I think.

I am preparing to teach an online class, and am faced with the challenge of getting to know my students without meeting with them face to face. We do have discussion boards that students are required to participate in, but it seems that every week they do the "bare minimum" that is required by the course and I would like for them to be more involved. Any ideas?

I have been trying this game for review at the mid term and final and it always bring smile, excitment and sometime dance in the mix. The students are egar to answer and can't wait for the next question. They work in groups and must come up with one answer which always makes them reason their response better.

I generally give unlimited time for tests etc., which can slow things down greatly. How much time is enough on average, and then how much allowance should be given from there? In the food service industry success is delivering quality product on a given time line, how do you accomplish both a simulation of industrial urgency and learning fairness?

As I attempt to learn more about my students academic abilities, I will often ask them to read a statement aloud to me in a secluded area so I can be sure they have adequate reading ability. Although I am a slow reader myself and often have to re-read passages to get it right, my comprehension and retention are excellent in the end. Is there any link between poor reading ability and hesitance to read aloud or are they separate issues?