I teach primarily business courses and find that my students are able to show comprehension best through short essay questions. Are there any other methods that you use to test for this? Why and how? Bobbi Bricker

I teach within a business program. Does any one have any ideas to use CATs? I like closing the course with the students reflecting on what they learned and coming up with a question that is unanswered, but I would like more ideas. Bobbi Bricker

I find that in teaching courses like Economics, I often ask "checking in" questions to make sure we are all on the same page. Often even though they've heard the language throughout their lives, it is a difficult concept to grasp. Because of this, it is important to me that we are moving as a group towards a common goal. Asking "does that make sense?" or "why would this be important" allows for a small discussion, but also allows for people who are confused to speak up. Does anyone have similar things they do that I can use to build upon this technique? Bobbi Bricker

I find that I spend a lot of time catering to my visual and auditory students, simply because I teach mostly business courses. Are there any games that you know of that would assist my students who are more kinesthetic or written word oriented. I often use role playing, but it seems a bit tired at this point. I would like to switch things up a bit. Bobbi Bricker

Please share things that you incorporate in your classroom when meeting student's for the first time. Items that may not have been mentioned in the module.

I would like to welcome any input from either teachers or students in order to make this transcition a little more smooth.

Any suggestions on how to structure a final exam - which types of questions to put first - middle - last?

Any suggestions on how to appeal to kinesthetic online learners?

I have been asked to put my entire lectures that I've made into power points on the student's portal. I have an ethical dilemma with that idea. Those power point lectures have taken me hours and hours to create. To send it to the students seems it is an excuse to not show up in class and to just study my notes without reading the book. Should I make an outline of the notes to send them? What do you suggest about this matter?

Should you separate groups the first day of class? Is this advantageous towards getting their focus on the class versus talking to their friends?

They are a challenge to new and exp Instructors I need some ideas., on how to train them better.

I have never taught a class before, so I don't feel comfortable listing due dates for everything on the syllabus, especially since one of my classes is self paced. I simply don't know how long it will take to cover each unit. On the other hand, I know how important it is for students. Is it ok to list the dates of the tests on each unit, and say that I will accept work on each unit up until the test date? I'd like for students to be able to turn in work early as well. Also, I'm a new hire and I only have the first 2 units homework assignments ready at this point. Class starts Monday. What do you recommend? -Jeanne

Teamwork can really help by engaging weak students

great for keeping student engaged

At the beginning of my classes I have my students fill out a form called "Agreement for Myself". In this agreement they make note of some potential barriers, ways to overcome potential problems, etc, but the most important part of this agreement is why they chose to further their education. I also include: "Where would you like to see yourself in five (5) years?". I have been amazed at some of the answers. I make sure that both the student and I have a copy of this document so, if necessary, we can both refer back to it. I have also been amazed at how effective it is.

I have a student who lives in my same apartment building. There are times when we will be working out in the fitness room at the same time. She will ask me questions about what she needs to study for the exams and quizzes. I constantly tell her the same things. Basically I tell her that she needs to review the class review I gave her and that she needs to start studying sooner rather then later so she can really absorb the materials. I remind her that I treat all my students equally and that I want her to succeed and that is why it is so important that she develops good studying habbits and works on her classes. Is there anything else I need to be doing when she asks me these questions?

Does anyone know of the statistics on what is the percentage needed to be a good student? For example: 100% tactile OR 20% here and 20% there, etc...

Learning chains are very similiar to following recipes. Instructors and students need to know that by starting with good ingredients (subject matter),understanding the procedures and not taking any shortcuts the results will usually be good. If 'links'like temperature and saturation that contribute to a mayonaisse breaking are rushed over or are not adequately understood then the result will very likely end in failure.

I am learning to utilize various methods of testing and teaching...mixing them up stimulates interest as long as my grading is fair. Students are more willing to take risks in learning if they feel that the asessment process is fair and the ultimate goal is obviously on learning as opposed to earning points.

I have found that with the younger students just coming into the program that in order for them to decide to participate in learning-I needed to become more personalized in my approach to teaching. That was interesting to me as my own learning style is somewhat teacher motivated, however, I enjoy the learning process and do not need the teacher to be personally involved with it for me to learn. The younger students really got on board when I let them know me and I took some time to get to know them. It was like that had to happen before they would learn. Interesting.