I am not sure if this has been discussed recently but it has always fascinated me, the different viewpoints I have read on this subject. I think there is a good argument for both but I tend to lean more towards the 'knowledgeable peer' approach in my classroom. While a role model is definitely an important position that must be present in most environments, when dealing with adult learners, I have noticed that many seem to respond more comfortably and respectfully when they feel they are dealing with someone that does not take themselves too seriously in their role as the 'role model' and simply is viewed as their peer with the knowledge they seek to gain by the end of the course. I do believe the knowledgeable peer role does require some 'role model' like responsibilities and should take those steps when needed. However, when employing the role of 'knowledgeable peer' in my classroom in certain situations, it has actually reduced the need for me to be the one who has to rectify negative situations (as they become less and less) and the students appear to be more comfortable with me, fearing me less and consider me less of a superior. Thoughts? Dr. Amy Laptad

I always present material in roughly 15 minute sections, and I try to vary the physical requirements of each subsequent activity. For example, if I do a mini-lecture in which the class is stationary (and listening, knock on wood), then the next activity will require them to move around. This could mean a group activity or case study (in a group), etc. That can be followed by student or group presentations (in which one person presents while the rest listen and respond), etc.

Hi everyone, I find discussing learning styles absolutely intriguing. I occassionally teach in a face-to-face physical therapy program. These learners expect activity and action in the classroom. As a whole, these are tactile learners. Many of the classes are actually held in lab settings. However, I teach health policy. It is one class where this group must be seated for some of the time. For this advanced group of learners, I use active case study discussions and challenge small groups to integrate new information, etc from their own research. Cheryl

During my first classes, I give the students an autobiography assignment. They have five minutes to cover the generalities of their lives. After this, they give their autobiographies to another student, and the assignment changes into a biography assignment. The students are to use two sources in order to write a biography about their peer: the first source is their peer, and the second source is their peer's autobiography. They are given 20 minutes to chat (interview) and get to know each other (and take notes), and another 15 to write their biographies. I then allow them to take the biographies home with them to revise them. Because I teach composition, this assignment models a few things: 1. that I value the writing process. Research, compile notes, draft, revise, etc. 2. by giving them ample time to get know each other, they know that I value relationships and that I put a premium on their getting to know each other. We will work together in my class. 3. it also lets them know that everything we do in the class will be geared toward the subject matter and will hold some lesson worth learning. They also have fun with the assignment, which sets a great precedent!

I engage my students from the first day and get them active in their learning, this keeps the learning fun and keeps the students engauged .

Hi everyone, I had an "aha" moment recently when the textbook updated to a 2010 edition and I still had the previous edition. When the learners ordered the text for the class, they received the latest and greatest. What seemed even more shameful to me, I was one of the chapter authors. The publisher had yet to send me my desk copy! The desk copies are not due out until September. Cheryl Anderson

Even though I have taught classes over and over again, it is easy to use the materials over again. However, I have learned that each class is different and re-prepping or finding something new to use in each class keeps it refreshing for both the instructor and the learner. This is easy to do with current events. It allows the student to put what their learning in the classroom into practical use and help them see the end result. Christine Storms

What bad exaple is this; to teach class from the book....mmight as well have students read the book

Do your students feel more empored when you call them by your fist name???

Teachers must assume the role as leader.

We are role models to out studets

This module appears to go on the assumption that a written test will follow one type (T/F, M/C, etc) only, per test. My experience has been that an assortment of question types on the same exam - with the point values clearly marked - can be very useful in assessment. In other words, levelling the bar between different types of learners (module 1) and different strengths of mastery of material that the differently styled questions draw upon.

If someone is has a tactile learning style, can you help to develop another type of learning stykle? Can you develop all 3?

How does going over how seriously you take the course motivate a student? Shouldn't that be a given?

How much time should you put into, say a six week, with 100 credit hrs. Is ther any knid of equation? Like you need to put in no less than 10% the amount of total hrs in planning the class?

I have alot of passion for my subject (culinary Arts). When students disrespect me, my profession, or don't take curriculum as seriously as I think they should, I have a hard time getting motivated to teach them or to keep my personal emotions out of the classroom...Can you help?

Teaching and learning is a continuous and dynamic process. We learn new things everyday. We teach all these new learnings unconciously to each individual we encounter.

I like to incorporate material from previous courses in the curriculum whereever possible. By asking questions that relate to both current and previous coursework, it reinforces with the students that one course builds upon another and also is a great motivator to show them how much they've learned already.

The purpose of the syllabus is clearly stated in this module and the syllabus once created needs to be adhered to. Sometimes it can be tempting to make changes but that can add to confusion for the students. It is important that all the students know that it is to be followed and they can therefore know what to expect each and every day before attending class.

These are two great tools! The syllabus I send to the students a week before class by electronic email. This way they have plenty of time to review and ask questions at orientation day one. The learning objectives for me is crucial. I made the mistake of doing what the first example showed us in the module, very generic. I found, one time, becoming defensive with a couple of students at the end of the one rotation because of the generic nature of the learning objectives. On reflection I should have been better prepared. The learning objectives are now stated on each lesson plan and at theend og the lesson or the beginning of the next class we go through the objectives to see if they have been met.