I have found, after almost 6 years of teaching, that changing the delivery methods from quarter to quarter helps me to refine the course content, reach more students with different learning styles, and keep the class fresh and interesting. I have moved away from straight lecture toward shorter lectures with question/answer periods, audio/video presentations, hands-on practice or case studies that illustrate reading/lecture topics. I didn't initially realize that students were not retaining much of a 45 minute lecture until it came to applying some of these concepts through projects, quizzes or exams. I finally came to the conclusion that less is actually more with lecture; I find that letting students "direct" the lecture is much more effective, because I'm teaching them what they don't understand rather than just reiterating reading...

I believe the syllabus should should show the "how's and why's" this class is important to me. This will get the student excited because he or she will see the benefit right away of why this class may be important. Once we have a full "buy in" on the students part it will make the class more enjoyable and easier to teach.

Once in a while we all encounter a student who just does not "get it", not matter what. What approach do you take with a student who clearly has not understood the subject matter, and keeps on asking the same questions over and over after you have offered several explanations? In the meantime, other students find these questions annoying, if not ridiculous. Do you offer to continue explanations after class? Sometimes my students would attempt to re-explain, but not always does it work. I do not want to discourage the student, but at the same time, I cannot focus on this one student when everybody else has obviously mastered the subject matter. Please, share!

I am sure we have all had our share of negative students. As you know, negative attitudes spread like wildfire. The worst is when students set the tone for discussions. For example, if the first response to an online discussion is negative, there is a good chance that additional responses will also be negative. What tips do you have for not only helping the negative student see positives but also maintaining a positive tone in the classroom?

How do your students feel if you make changes to your syllabus or addendum, if you find it necessary during your course?

I find that teaching is like a drug for me. I'm a very high energy instructor, so I get very jazzed up before and during class, but it takes a lot out of me. I often crash, hard, when the class is over and that energy leaves me. Anyone else experience that?

What is your best advice for someone who is teaching for the very first time?

After participating in this activity and using all different types of methods of content delivery, my class seems more focoused and willing to learn.

In grad school, several of my professors thought it was a good practice to hand out the syllabus at the end of the first class. I always felt that this was an attempt to play mind games rather than demonstrate their support of student learning. In every class I have ever taught I always made sure the syllabus was an early handout with ample explanation and discussion. This document and what it represents should never be the basis of a power struggle!

what's the best method of teaching?

I understand the importance of scheduled demonstrations & we predominantly use only planned demonstrations. I teach in a medical program though, sometimes very dependant on the cases that walk in the door & when they do come in as to the types of tests/procedures we will be doing. (they don't always come in on the days of parasitology lecture or hematology, etc.0 Typically, the other main instructor & I will try to gather as many students as possible if we have something unusual/unique. This can involve "rounding up students from the lounge". After reading the material on demonstrations, should we not "disrupt" the students? We tell them point blank when they enroll & during the classes that if something "cool" comes in, we'll show as many as possible, even if they aren't in that course. They may not have that opportunity again. Should we approach it differently?

I frequently use a printed short bio that details my professional qualifications outside of school. Students seem to appreciate knowing that their instructor has actually participated in the music industry, instead of merely teaching about it. They can see a list of the groups I've performed with, album projects I've worked on, agency and management contacts, promotional work I've done, etc. Also, within our online instructor information, I provide a link to my efolio, which details my work and educational background, and gives some professional samples.

I have found when I teach a subject that may have several 'mini-subjects' imbedded, the students can get lost easily. To help keep things moving along and the students engaged, I take a break btwn the 'mini subject' and apply it to a real life scenario/hands on activity when possible. Has anyone else encountered a similar problem?

I teach online classes and I have included a short audio file along with a welcome email to introduce myself. I also include my photo in the instructor area. I think this helps students in online classes know that they have a real instructor and not just a robot.

I am becoming a new instructor and just beginning my instructor training. I am very confident in my experience, and knowledge of the subject matter. I am very interested in some opinions about establishing and maintaining the teacher student relationship. Your advice and experiences to help develop my own personal teaching style would be greatly appreciated.

I'm wondering how important the order of the "steps" of first-day considerations are. I always cover all of the points you've listed in a natural flow, but not necessarily in the sequence you specify. I'm thinking that the order must be somehow vital, since we were tested on it. Any insight for me?

I have been teaching for the past nine years and have a good understanding of the benefits in taking these online courses. I feel they reinforce the things I do well and help to provide insight into areas I can improve upon. My question is, what are some ways to motivate other instructors to buy into the same thought process?

I find it helpful (and necessary) to review and "tweak" my syllabus addendum each term as I get to know the habits of students. This serves to clarify concerns before they occur, both on my part and on the part of the student.

When I started teaching in a small school in Berlin, the other teachers and I would always get up from our chairs in the break room right before classes started and yell, "It's showtime!" The idea was, our students were mostly adults who had just finished a long day at work, barely had time to eat dinner (if that), drove through traffic and were pretty tired, hungry and grumpy. Our job was to make them glad they made the effort to show up. We had enthusiasm, smiles, quick fun activities right off the bat and then jumped right into the lessons. Our students suddenly caught a second wind and there would be laughter, smiles and eager questions. To this day, I always hear a voice in the back of my head yell, "It's showtime!" whenever I bound into a classroom. We sometimes take it for granted that students show up in our classrooms - I think it is very important that you make them WANT to show up and make every start of every class be dynamic. Oh, and don't even think about sitting down at your desk for at least the first 15 minutes...walk around, go to the students, stand in the back of the room, keep moving, don't stop. I sometimes teach an entire class and never once sit at my desk! Trust me - try this approach and watch what happens BTW, my student retention rate has always surpassed every expectation, no matter where I have taught.

You must look at the needs of the students as well as the coarse content to find out what maywork in the classroom.