I am intrigued by the forms of evaluations and find it interesting how they weave a thread through and with each other. I am finding that over the years of teaching, I have been using these evals and haven't even realized it! Now that I know the proper names and differences, I can more effectively prepare for class.

I use group activities A LOT. I find that the most learning is done while they are questioning each other, and they don't realize how much team building is being done. It is powerful, and continues to "gel" throughout the quarter. I love it!

This is a place where I sometimes get stuck for a bit; usually, not that long, but I recognize the need to "think on my feet." Sometimes I will introduce a new subject, but bring back the one I was lecturing on in a subtle way but try to create teachable moments. Sometimes, in fact a lot of the time, it does work, and works itself out. The students will reflect and connect the dots, and it's such an amazing feeling!

I just loved the example of teaching elementary students binary arithmetic only by asking them questions!! It reminded me of an article I read several months ago that indicated students in Japan excell in math - perhaps it is because math in Japan is taught in language, not by numbers. Perhaps the Socratic method- Japan style?

I'm not certain, but from all my years of experience in teaching, I believe the fact that I am left-handed, or right-brained, has been a plus in perceiving the different learning styles of students early in the term. It has been and continues to be the coolest part of my work. It allows me to think "on my feet" and modify my teaching style so I can stress the same points in different ways, and then ask for feedback. It is the most exciting part of teaching in my opinion!

I find that I have gotten into a rut in the environment I create for the students to learn. Even though they may not know or feel it, I have felt it. Taking this course has definitely challenged me to make certain I refocus (I like the term) each class session. Thank you very much!

This module has been an incredible tool for me. I have a student that has been struggling with the medical terminology as in pronouncing the terms. The class is A & P II. I have been using some of these techniques but, I can now use the given expamples to expand!

In my Law & Ethics class I have found great use in putting class into small groups to discuss various ethical issues and bioethical issues that they will face in todays medical environment. I found that they are more open with each other to discuss sometimes emotional topics. They are learning from each other and more importantly they are receiving different points of view - and finding out quickly that not all people will agree with them. So, introducing those opposing views prior to entering the workplace I feel like will be an advatage.

I really rely on their facial expressions as I walk around the room explaining certain math formulas, etc..When it looks like someone maybe confused or might have a question and does not want to ask , I will call upon them in a non-threating way and make them part of my conversation and next thing you know I am having group discussions..!

Hi there Everyone, As I have been visiting the workshop, reading on the forums, I wanted to begin this which I hope will serve as a "springboard" of ideas for us to build upon the wonderful insights being shared. :-) Mike

Finding creative ways to engage tactile learners is always a challenge for me in my writing classes. I was pretty excited about this activity so I thought I'd share it with the group! In order to demonstrate a strategy for how to write and organize a compare/contrast essay, I brought in apples, oranges, and sticky notes. I gave each student an apple and an orange, and had them put five sticky notes under each fruit. Then I had them choose five points on which to compare the fruits. I explained that they could do pretty much anything they wanted with the fruits -- smell them, taste them, touch them, drop them on the ground to see what sound they made, etc.; the point was for them to gather detailed information by closely examining the subjects. They filled out the sticky notes, then arranged the notes into an effective compare/contrast structure. The practice essays that resulted from this activity were fun, interesting, and well-organized; I think my students appreciated working with concrete objects instead of ideas for a change.

I have always struggled with the first day of class, and often chose to go the "tough teacher" route of seeming very strict and no-nonsense. I decided to take this approach after dealing with a very difficult class of high school seniors, figuring I could always lighten up later if I could see that the students were going to be well-behaved. I love some of the ideas everyone has posted, especially the topics about ice breakers that really could be fun. Thanks!

it is always a good iead to make the whole room the area to lecture in and it gives you a way of seeing how the students are reacting to what is being said as well as seeing what they are doing. I also give them a short break like tell a joke or asking them what they think about the topic.

I know everybody learning abilities are different some hands on , some can read the material and have no problem. How do you effectively step aside and help the ADD student without offending them are other student who may think you showing favortism

I found that for some students first impression can really motive them when going over the sllybus especially if games are involved but,you still have to deal with negative adgitators theirs always one,which starts another student.(adults)I know Some students that do this can be unhappy and wants someone eles to be unhappy with them ( misery love company )how do you nip this in the bud before it get rooted and still give a great first impression .

I found that planning and preparing for class is great.Your teaching and everythings going just wonderful then all of sudden the students cellphone start competing with you,rules are posted how do you compete sucessfully ?

Ifound that at the beginning students seem to be very motivated because their excited and everything is new,grades and attendance are fine. How do you keep motivating time and time again?

I'm a new instructor in the clinical arena for nursing students. I have to be very creative to provide the students with great learning experiences in a facility that limits how much hands on care they give to their patients. The students are at this facility for 8 hours. I give them assignments pertaining to their particular patients, I spend time with each student so they have opportunities to give me a report on their patient and ask questions...,and I meet with them as a group where we have a fun quiz and where we discuss different topics. Any suggestions how or what more I can do to keep the learning experience growing and students motivated?

Recently I've been trying to engage my students in a class-wide discussion of the writings on various topics. In order to create a more comfortable and equal environment (one in which I'm not necessarily the authority), I've been sitting down at my desk and acting only as a moderator. Has anyone else tried this, and what were the results? So far, my students have been responding well, which means that more of them are talking, and they're talking to each other. They're not just giving answers, they're discussing ideas. (And this is just the thing I'm trying to encourage.) Any tips?

I am only in my third quarter of teaching but in that time I can really see the difference in learning styles by the comments I get from my students. A couple weeks into the quarter I always ask a few questions about how I am doing and in those answers I can see if I am reaching everyone or if there is a way of teaching I have to change.