Except for very breif lectures(Key points and instructions)My current class is predominately lab activity. My students and I do mutual participation demos the first six days of the class. Students normally work in pairs during this period,if the pairings work well, I leave them alone, if not I will change a pairing. Most pairs work well with no modification needed, the students are made to understand that after the first six days,All graded tasks must be accomplished absolutely solo! This tack prevents "coat-tailing" as students know from the outset that they must understand,and,more importantly be able to perform graded tasks by themselves.This technique encourages active questioning as well.

WHEN INSTRUCTING WITH DIVERSE LEARNERS ONE MUST STICK TO THE BASICS.START WITH TEXT BOOK,LITERAL "READING ALOUD" INSTRUCTION THEN LECTURE FROM THE TEXT,ASKING"DOES ANYONE HAVE ANY QUESTIONS OR COMMENTS ABOUT WHAT WE JUST READ?" OPENS UP THE FLOOR FOR MORE ORAL INSTRUCTION.WE WILL NOW SHOW VIDEOS ON THE SAME SUBJECT MATTER.THEN WE WILL PUT IT INTO ACTION,HANDS ON PRACTIAL.... NOW WE HAVE READ IT,HEARD IT, SEEN IT,AND DONE IT. IF ONE HAS NOT GOT IT BY NOW, THEY ARE NOT EVER GOING TO GET "IT".

I try to relate to my students how what we are teaching them will effect them later on in there work as a tech. and often ask before I teach a segment if anyone has ever had any experience with it before.

How do you respond when a group compares your teaching style to the one of another instructor they seem to prefer more?

In an online environment, it is challenging to work with students who are learning English. Early in my career, I would feel a little apprehensive about pushing students to write using correct business English. I had to remind myself that English is the language of business. As an instructor of students in distance education, I have to really encourage the student(s) to visit the Writing Lab. So many of them would benefit by having someone work one-on-one with them.

Without the interpersonal aspect that is found in traditional face to face classes, I have found that online courses needs to use a mix of delivery methods to help students remain interested, and to address some of the various learning styles. Learning objects (short recorded presentations on a particular topic), live synchronous seminars or chats, discussions, use of relevant videos that pertain to the course material, group discussion or chat options for separate groups of students, etc, all can be helpful in bringing variety to the process of delivering content. I would be very interested to hear from other online instructors about ways in which you have varied your presentation of content. John Ragan

Hello Gary; I like to create a somewhat chaotic envornment for the student when they have in class production projects so they begin learn to prioritize, problem solve, deal with stress, take iniative learn to both lead and follow. It usually takes a few times before they realize there is a "method to the madness". Does this approach make an instructor look unorganized in the long run?

Many instructors have their own reasoning for their method...how do you open students to multiple possibilities while still making them follow your methodology, without seeming stubborn or closed minded yourself?

Motivating students is one of the most challenging and most rewarding aspects of teaching. There is always at a student in a class that initially is not interested in school or the particular subject matter. I have found that talking with the student about individual interest and identifying aspects of the class that reflects this interest is effective in changing the student’s attitude. What other methods of student motivation are instructors using?

TO ME COMMUNICATION REALLY IS THE KEY.NOT JUST IN THE CLASS ROOM AS INSTRUSTORS,BUT IN ALL OUR RELATIONSHIPS.JUST LOOK HOW MANY SELF HELP BOOKS THERE ARE ON THIS SUBJECT AT A BOOK STORE.THAT TELLS ME IT CANNOT BE PERFECTED.THERE IS ALWAYS ROOM FOR INPROVMENT IN MY COMMUNICATION SKILLS.YES EYE CONTACT IS ALSO VERY IMPORTANT. I MAKE A POINT TO DO IT HOPING OTHERS WILL ALSO.

I am of the idea when teaching mathematics to adult learners that they need to see the math in action. Doing examples, followed by them working out problems is the way to go. I get to check work during class to see if they are on the right track before they leave. In addition to doing work during class, I recommend a homework set. What they do is up to them. The ones who do more fare much better than those that don't, but making the requirement to do more doesn't change the outcome. Regards, Scott

Class discussion works well in my subject tends to get class invalved in asking questions about the material covered instead of just having students show up and rely on answers givin in a review.

opens the door for the instructor an student to find there teaching and learning styles.

I find that class gets more invalved on a discussion on the subject covered.gives more opportunity for the class to partiapate as a whole.

our students are hands on learners and have to do repetitive task until competion.

try to keep the class in tune with the subject matter and keep it a pleasurable envirement, so keep it in a manner that will keep them at ease. i feel this very important as far as retention. they will want to be involved.

I work within a technical school environment and find that as I ask questions to the students and then involve them in research to find or clarify the answer is very helpful. Problem solving is very much part of their educational experience and will be within their professional experience, therefore the ability to uncover answers through a varity of researching methods is very helpful

I really learned some great things here. Looking forward to learning more.

I like the tables to be arranged in a U shape, sometimes if the class is very large I may have an outer and an inner U. I find that this helps me to work around the room when teaching so that I do find myself trapped behind my desk when giving my presentations, and I also closer to the students I also makes it easier to break the students into groups, as we just move the table apart. I teach many of the introduction classes, so every week I like to have a new seating chart, so that the students can get to know on another.

Is it just me or do others also experience the easter egg hunt when it comes time to grade assignments.... Student emails assignment instead of submitting it to right area. Student posts group project to the regular assignment area, instead of the small group files spot. Student submits DB to where they are supposed to post IP's.