As module 1 described, there will always be students in the classroom who will know more about the topic than us instructors. What I try to do (I will admit I use to get peeved when the one person continued to try to answer everything.), is I try to include some of their information for future references and future classes. I also tend to move around the room a-lot, and I will sometimes have different areas of the classroom have the ability to answer/ask questions so it will bring more people into the discussion and class.

I find all these learning styles in each class. Developing tools that are flexible enough to adjust to the learning style is the challenge.

as a chef the aspect of group learning in class is a detriment to their success.in the kitchen the chef is not a chef without the support of his team.interaction in a group study give you tools for the real life setting.

we are what we eat, drink or breathe. we are part of the environment and everything around us. the blue print and content of a classroom can also affect the way we deliver a message.a well furnished and confortable room can sometime help in relaxing the mind to be more focus and alert. an overcrowded classroom is always an issue for both the student and the teacher which raise the anxiety level. be sure to have enough space to float around the class and always considere the layout.

My syllabus says I will not accept late work. I teach a once-a-week class (that is required for all NEW students), and several of my students weren't fully in the "swing" of things until the third week of class. Several turned in assignments that were due during week 2. Should I stick to my syllabus and not accept these late assignments? How do I gently tell these students that I won't accept their late work due to the syllabus guidelines? Thank you!

I am a new instructor this quarter. I was provided with a great curriculum; I truly believe it has a lot to offer students. However, I feel like the suggested topics overlap so much that we continually go back to the same discussions over and over (although we are only in week 3, so maybe it is too soon to tell). I do not want the content of the course to feel repetitive to students each week, so I'm concerned about this.

I agree that the classroom can greatly improve the learning experience for the student but in many situations the teacher/instructor has no ability to modify this area.I work in a technical training school where my input or feedback is not even considered.I would love to change things up but,some of the factors that prevent me changing the classroom are:I teach a subject for only three week intervals.The next three weeks I may be teaching a completely different subject in a different room to a different group of students.During the three weeks I am teaching,two other instructors are teaching the same subject in the same room at different time frames(teaching styles and students learning styles coming into play).No budget available for modification from original room set-up.No modification allowed without going through an extensive approval process.Not much advance notice of the subject I am teaching or where I am teaching(usually two days or less).No classroom downtime to make any changes between three week rotation periods.I am asking for any suggestions that I can implement in my classrooms,considering the restrictions I previously mentioned.

I use several different formats in each test so that I can see using some higher-level learning. It also creates some interest in the test. They are not getting board with just one style.

As both a student and an instructor in the military classroom, I have always appreciated the value of "foot stompers" A "foot stomper" is something extremely important that you need to pay very close attention to because you will need to know, and be able to apply, that information in the future. Origin of the term (based on a quick internet search): It was the eve of a critical exam for 800 highly select USAF officers at a highly competitive professional military college. The exam would have 50 questions. To make an A you needed to answer at least 47 of the questions correctly, possibly 48. Tension was HIGH. An instructor walked out on a huge wooden stage overlooking the 800 officers. He was there to review the material that the test would cover. When he went over material that was certain to be a question on the exam, he stomped his foot on the wooden stage. The officers clearly heard that stomp and knew they'd better write those words down, because they would very likely see that on the exam tomorrow. That material was known as a "foot stomper." The instructor covered a lot of material, but he had only about five "foot stompers." And sure enough, every "foot stomper" was a question on the exam. A "foot stomper" is not only a way to highlight important information but also a great way to keep the attention of the class and get them refocused on the material.

I wanted to make sure my addendum was strait forward and clear to every student. I also had each student write a paper to introduce themselves to me and be able to tell me something they may not want to share with the class. I also asked them to share what ways they think they learn best. In this activity it clearly let me get to see that all of my students are hands on learners. They did not care for lectures. They all told me they get bored easily when listening to lecture. Many of the students shared very personal things about themselves and I was able to get to know each student by studying what they had turned in. It really helped me become a better teacher for them.

To Model, Motivate and Manage. I though these were great rules to follow. I started my first class by modeling what was expected. I motivate by showing them hands on demenstrations to follow and know that they are going to be doing these things on an every day basis. I manage by helping each student and making sure I meet all their different learning style needs.

some students seem to be disadvantaged, not because of a learning disability as such, but rather because they have not been held accountable in previous educational classes and they are not prepared and ready to participate in the class subject they are enrolled in, holding hands and baby sitting has been getting them by so far and they expect this to continue and be giving a passing grade earned or not. trade schools are no exception to this.

Teaching culinary Arts I always try to reinforce professional terminology.

It is very important that all the students get involved, individual groups do make a considerable difference in what the students wiil come away with

I believe classroom movement is important to maintain control of the room and also to keep the students more ingaged. If I move around the class I can see students from differetn angles and will notice if one of them is being distracted with there personal electronics.

I had never really thought about the use of CATs for giving the students more information about where they were at in the learning process. This has really given me something to think about. I am willing to bet that this may even alleviate some of the testing anxiety that some of my students experience. Hmmmmm?

It is important to know the learning styles of our student to assist us in the planning course and deliver the material in a way that the students can most benefit. The learning styles affect how a person retains information, acts in the class, solves problems, shares in groups, etc. I had to learn these same learning types for several classes in college, but I think the repetition of it and learning them from a teacher’s perspective only enhances my base knowledge of the subject. I hope that, although I am an online instructor, I strive to touch on all types of learning mentioned in this module.

When deciding which chapters or sections to include in the required reading, should one always strive for a mixture of theoretical and technical?

I have instructed as a part of many organization. Commonly what I find, is that test questions sometimes do not have anything to do with the actual knowledge the school wants or appears to want students to leave with based on the sylabus created by the coporate entitiy of that organization of learning. It is my belief the tests and instruction given should be very closely related to if not exactly in line with the expected outcome of the school, not an instructors idea of what it should be. Instructors must have the ability to determine how to access and test, and what would be affective, but not so much freedom to change the actual content or learnining objectives.

I believe that somewhere in the assesment process there should be some process by which an organization or instructor could be able to determin the willingness and not just the ability of a student to learn. Many organization throughout the country use federal aid for single parents for example, or many students go to school to please parents, etc.... If known ahead of time, a special method could be incorporataed with those already discussed to draw these students in as well, therefore providing even the, "not so willing to participate in the learning process" the best available processes for learning and assesment.