model,manager and motivator. all is fine and necessary. but the ability to package the material and present it is the most important skill.

is it apropriate to tailor your tests for "challenged" students

how long should you try to "hammer" in a subject before you move on

how do you not favor the students who pay better attention throurh out the school year.

how do you teach a student that is blind and hearing impaired?

I like to question the students after i present material so i can get a feel of how well they grasped the material.

any sujestions overall

any grading iDEAS OR TEST STRATEGIES

i am new at this any sugestions

how can i make the first time more productive and less traumatic

In my short experience as an instructor i have noticd many factors why students drop out. lack of motivation and interest are the top two. If we can only make classes interactive and more interesting they would go just to keep the light on

In designing how to present curriculum to a new class how would one go about learn how the students in the new class prefer to receive the information?

Instructors should always show good examples to the students from professional appearance, to their coduct and presentation in both the classroom and clincal areas. This will allow a good command of the students.

Get the facts together and be well organized, make a checklist of what to cover. Reading lectures directly from the textbook except for references, could be very distractive to the students.

Knowning much about the instructor during the first class can help motivate students. I have come across students who by merely hearing about the instructor's educational background, clinical experiences and achievements, summoned up the courage that, they could succeed in their career goals if they work hard in both classroom and clinical areas. This is a positive impact on the morale of the students.

How do we as class instructors deal with students who are very distruptive in class. They are not olny disturbing themselves, but othe students, by talking irrationally and not paying attention to the lecture or participating in group demonstration?

Well, as many of you talk about your classrooms, my classroom is a kitchen. So the decorations in the classroom, I don't need to worry about- nor the lighting. But I do have a little space on the walls here and there that I try to decorate. I use pictures of food (of course)- pictures of meat cuts- and then over tool box, I have a several framed pictures of color chips I got at the hardware store, all arranged in some sort of order. I numbered each color. this is always a conversation piece! What I use this chart for is for explaining to students what color a food item is suppose to be after it has been properly cooked. Since I am unable to demostrate EVERY recipe, this is a great visual learning. "Your cooked spinach is suppose to be #'s 13, 14, or 15. Colors 20,21,22, 30 will result in point loss". so on and so forth. I tried to add a picture but you I couldn't figure out how to do so. fun!

I have 13 students in my class and I have only a few students who ask questions, the other students just sit there like they might be afraid to ask a "stupid" question.

In the online environment it can be challenging to deliver in all four modalities. It is critical that those that kinesthetic and auditory learners are still able to utilize the online world. Through a well rounded variety of assignments this can be done. I do agree that instructors would gravitate towards the method that we are most comfortable receiving new information in. By switching this up for our students, we also benefit as instructors.

At my company instructors are prohibited from asking students if they have had problems in the past or IEP's. We often get more information from past instuctors. Is this really law (as we are told) or is this just a missunderstanding of a law and company policy?