In my opinion an instructor must adjust/change his lesson plans on regular basis to be able communicate information to all types of learners.

I am a new teacher and relatively young when compared to the rest of staff/faculty. In fact, I am closer to the students' ages than I am to my colleagues' ages. How can I project a presence for respect and acceptability so that students will feel confident in the content that will be presented throughout the class on the first day?

I lecture with a power point presentation covering a lot of informatin in 30 to 45 minutes. Then I follow with a class activity between the lectures. I will need to reduce the lecture lenght to hold the attention span of the students, and plan more discussion during the lectures.

using all the different types of questions (except essay) allows you to tests a lot of materail all at one time. this type of questioning is most favorable to testing the student learned material.

the tests that we use are made up of all the the different types of tests discussed except assasy tests. with a mixute of different type of questions you can cover a lot of mateerial in one tests.

quizzes can be helpful to you and your students if they are handled correctly. they should not be an exact copy of the test but should cover the immediate lesson information. this will indentify an area that may need additional instruction.

How can assessments be valid and reliable if teachers can grade tests differently?

Yeah, students will most likely pass if focused and organized, but with all due respect, realistically, most students these days are held down by a multitude of problems which throws focus and organization all awry. Good teacher/student bonding is hard to come by these days. Why is that the mutual relationship between students and teachers, from what I have observed, is usually described as unsatisfactory or otherwise absent.

We are currently teaching one course with a Pass/Fail assessment. It is interesting in that the students either excel in their final project or not, almost in step with the Pass/Fail concept. I think that this is a type of assessment that would not work well with all courses or subjects and seems to be extremely difficult when it comes time to determine a student's grade.

In my experience, I have found that students can get bored with even the most entertaining of demos. To resolve this, I will start a demo and them call upon a student or students to continue or copy my demo

Even though this rarely occurs, occasionally, we run out of time, which can throw some of the course goals off, leaving something to be cut short or cut all together...

I have had several students that I have taken several different approaches with on getting them to listen and to "soak up" the information, yet they still don't want to be proactive in their learning.

Students are able to read instructors far better that what we imagine sometimes. When your personal life comes in conflict it is sometimes difficult to keep out of the clasroom but it is certainly a matter that must stay out. By knowing yourself you can put all other things aside and concentrate on the matters at hand and that is developing your students.

Different Learning Styles? Ideas?

Keep students motivated especially if they are night students.

What is an easy way to make up lesson plans?

How do you instill professionalism into a student?

At my school, students have the ability to log on to the campus portal and submit an electronic evaluation of each course and instructor. The frustrating thing as the instructor, though, is that the predetermined statements to which students simply agree or disagree do not allow for further qualitative responses. So for example, one statement might be "This course was valuable to me." A student might strongly disagree, but that response alone gives no clue as to how the instructor can improve the course. When writing evaluations for students to fill out, it is critical that the response - whatever it may be - be useful in improving teaching style and curricula

When delivering course content it is important to be organized and concise in the delivery. It is also important to stick as closly as possible to the course content, because student's get anxious when there are to many unexpected changes.

Here's a dilemma. Software changes are a constant issue when it comes to teaching classes on the software. What do you do when there is no textbook available for the current version of the software, and the changes are enough to make the old text no longer valid? The manufacturer publishes one, but the cost is prohibitive. So we don't make it part of class requirements. My current solution is to use the old one, and caution the students that there are changes, and to note where those are. I am open to a better suggestion.