I teach motion graphics and visual effects, the one thing I noticed is showing students my industry work always seems to get them excited about the class, and focused on what they are about to learn. I guess it helps with conveying to the class that I'm not some hack. In the past, I didn't do that. I thought students might be intimidated by it- comparing themselves to someone who has worked out in the field- but if I didn't, some students would constantly question the industry proven methods and techniques they were required to learn.

Hello, I have already been using some of these techniques; however, this learning unit has really emphasized their importance and brought them into focus more. For example, before teaching students to write a thesis statement, topic sentence, or body paragraph, I have students examine entire essays, since this is my ultimate goal, to have them write an entire essay. Also, before I begin my class, I write the learning objectives for the class period on the board.

Does this help the students with concentration? I do a lab class and usually lecture and then do lab. Would it be better to break it up?

I feel as if some students don't put in the time necessary to absorb the material and blame me when they don't remember terms, etc. I use participative exercises to try and get across the concepts, but I do feel as if I am always trying to present a ton of material in a short twelve weeks. What do you do with students who want to run through things once and don't understand why they aren't getting all of it?

when testig student in a trade it is very helpfull to use multi choice questions and a few true false one mixed in That way you can see how well a student understands what he or she has learned. I don't think it would be wise to use essay test in this type of learning for the vast answers that can be given and still be the right for the questions given even if key words are not used.

Slower students i have found to work more one on one. I have also used another student to help. This has helped keep them motivated.

keeping kids motivated is a key part. We do alot of reputation pratical work. There are times it is very hard to get the students motivated to get it done. (these count as credits to graduate) Any advice to keep them going?

I do monitoring daily as we have alot of practical work. I love taking students aside and showing them diffrent concepts of how to do things. They really seem to want to learn.

Eye contact is very powerful. My students have told me they love my expressions. It seems to be a great tool for me to get their attention back.

I was really nervous for my first day of class. I opened with an ice breaker. It was a good way for the students to get to know me, me know them, and also let them it is okay to free speak in class. Just being really prepared for class helped. I had an outline of what we need to go over and the order to keep me on track. I found this really helpful especially if you get nervous easily.

My course is planned based on my syllabus and what I think is the best order for students to learn. I think about what are all the learning objectives of the course and then determine what we need to learn first, second, third, etc. I feel that we section builds on another and that you need to learn certain skills and knowledge in order to apply that knowledge to future topics.

I think that adding your own real life work experiences are essential when teaching others. It helps students see what they are learning in the classroom really pretains to the work field and what they are learning is very important in the field and how it is is implied.

I really think that this is a helpful method when engaging the students in a lecture and looking for feedback from a question. Instead of just forging on, allowing a small pause for someone to respond is not only important, but can yield good results if the students are into it.

As part of the materials delivered to students, instructors should break up course materials into separate components and hand each out along with an explanation of the material. Combining all handouts into a single "block" may be more efficient but does not facilitate students' understanding of the material.

Adult learners generally have significantly different motives from traditional students. They are typically much more career focused and want to learn practical, application-based skills instead of theory and general information. They also do not suffer fools gladly--their instructor needs to know what they are doing or they can expect to hear about it. Finally, adult learners want to know how to apply what they have learned to the real world. It is particularly helpful to have instructors who have actual real-world experience and degrees in professional fields. Educators who have not worked outside the classroom often have difficulty reaching adult learners who expect real-world application.

I found this first module very helpful. If the intructor can help probelm students focus on their strong points it will redirect their energies back into the class.

Add olfactory to that list!

I found lecturing in short blocks of time very interesting and think it will be very benificial to apply to my class time. Has this worked for anyone?

I am always excited and nervous the first day. But so far I love my students, and they seem to relax me when we start talking about what they know and what I know.

Does anyone else feel unprepared no matter how much time and effort you put into preparing for the first day? How do you handle it?