I have found that a great way to keep students focused is to prepare my handouts with some note pages at the end, that way they don't need a laptop to take notes. This and a combination of spot-demos really get students to pay attention.

How do you motivate a student who work grave yard shifts and is too tired for class?

Utilizing a strtucture you or others have created to keep the instruction within structured fromat, while allowing for input from the students (questions, and comments). This will give the lecture format but allow for variances along the way, while allowing you to attain your planned goals.

It is important to introdce yourself in a way that gains the students interest as well as gives them an idea of who you are. This includes attempting to gain their intrest and respect form the beginning.

Putting the information you wish to present to a class in a style through the preperation and development used to make the students think, and ask questions.

The materials need to be provided in a style that grabs their attention and keeps it.

I have been mandated to use a text that does not provide me with appropriate information for my students. I have been providing my class with supplemental information - any suggestion on how to convince my school to find a new text?

My experience in graduate school taught me that for an instructor to maximize the potential of each class session, the instructor needs to relinquish control in directing the conversation. After any important lecture points have been covered, students provide direction and the instructor keeps the discussion moving in the right direction. Does anyone contradict that?

From past experience, what amount of time should be allotted for individual work in class? Is there a limit to when learners begin to lose focus and waste time? Or do most learners take advantage of any time to work on individual projects?

Does a successful style as a manager in the marketplace translate to successful style in the classroom?

Have experienced instructors found it beneficial or detrimental to facilitate debates amongst learners in a business course setting?

How do you incourage a student that is limiting themself both in skill and the ability to learn a better way of doing things?

Sometimes I find it somewhat of a challange to "slow down" or "speed up" the class. According to how student are keeping up. Every so offten I get classes that are all over the spectrum. How would I "slow-down" and "speed up" at the sametime?

I always try to lead by example. Meaning, I am always professional, curtious hard working. This sets the tone for students to follow.

I realize that we all have an inherrent and/or preferred method of processing information, but I feel we are doing student a disservice if we allow them to rely only on their strenghts. If we allow teaching modality to be goverened by the students preferences alone, we may underutilize the instructors strengths and personality. Instructors should stretch their own ability and dabble in modes of communicating ideas in diverse and exciting ways. As well we should expect students to increase their proficencies and stretch their own comfort zones by expecting them to grow in areas they are not as strong in. I feel we are right to try to adapt to the students preferences, we should not however allow them to neglect the other modes lest they become unemployable. Listening skill in particular are an especially lacking skill with a majority of today's younger audience. --(Now finally my question!) How can we effectivly grow and stress students weaker learning repertoire while still getting the message across in the most effective and lasting a manner?

When in the lab, I enjoy calling students over for spot demos or short quick demos. This accomplishes two things... you are showing an actual exercise or method as it is occurring and it is brief enough that students can apply it immediately to their current situation in class. Many students are not able to perform this task as it might have not been applied to their work load that day (different recipe, etc.) The second part is that by showing the class certain techniques during spot demos it also removes them from their current work and are able to see something from another perspective. This might eliminate some misunderstanding or confusion especially if they were about to make that mistake. ~Louis

Many have different theories on either having a detailed syllabus i.e. explaining your daily learning outcomes or keeping the syllabus static to give room for changes or being flexible. I myself try to keep a "daily learning outcome" as to keep me on point and keep my students abreast as to what is being covered that day. If something is not covered in class, then I assign an assignment pertaining to the subject matter and it is discussed the following day. Keeping a detailed syllabus has been a tremendous help to me and my students. We both know what is expected and this leaves zero room for missed assignments or papers. ~Louis

In our educational institution we use formative to make sure they are grasping the information and summative to make sure they are retaining the information.

I teach nursing students who usually work at night as LVN's then attend the class the next day. Any suggestion in keeping them awake in the class for 270 minutes?

you should always have prepared questions to ask your students. sometimes you may not use all of them but you should have them ready.