I have noticed that performing demonstrations then having the students performing the action encompasses several of the learning methods. First putting the directions on the board helps the written person, performing the action is for the visual and auditory, then having them perform it covers the kinesthetic person or hands on person.

I find that if I spend alot of time do a good job planning, the teaching part is easy. I've learned as an Instructor if you don't put the sweat in the prep you will sweat teaching the class.

know your meterial be for class. give corse lay out learn students names

Motivating a student is the hardest thing to do. It is not always easy to find the right bias to get their full interest and motivation. However it is by far the most challenging endeavour.

Having hard time gathering all the informatoiom and not being overwelmed.

I'm in my third week of new instructor training,along with sitting in a class for two weeks prior observing, I feel I am becoming more and more relaxed but also feel that I should be at a more comfortable state than I am when I give my lessons. Any help to get me in my comfort zone quicker would be greatly appreciated. Thank you.

I have found that most instructors, including myself, find it refreshing to alter their normal content delivery style. Thus, this practice is beneficial for pupil and teacher alike.

More of a question than a comment here... What about open book tests? Are open book tests that require a student to resource, read and understand information to correctly answer a test question valid? What might some pros or cons of this type of testing be?

I have learned that that first day can make you or break you in the eyes and mind of the student. If you can't be prepared that first day, how can the student feel that you are able to teach them successfully? First impressions are very important in anything you do especially in front of a room full of people that are ready to learn something from you. You don't want them to learn that you are unprepared or unorganized.

I have had a couple of experiences with cohort groups. The first was an experience where I had not truly learned class control yet. That particular group was very hard to keep in line and was a big distraction for the rest of the class. Since that point I have learned to find who the cohort groups were and use them to my advantage. For example if I were teaching transmissions, I would first find out who that students were that had been to another trans. class or had field experience. I would then separate that group and make lab team leaders out of them. This tends to have a great outcome in the lab as well as the class, because in most cases that lab group would then come back to class and sit near eachother. This keeps them from getting bored and causing distractions because thaty are kept busy.

Being Buddies with your students can raise favoritism opinions and make other students feel, left out. This makes it very important to treat them all equally, while at the same time making an effort to simulate a "real shop" feel to you lab especially. I feel that it is ok to show empathy for certain situations they may encounter, but do not extend a courtesy to one student that you would not extend for others, if they earned it. While in shop as many facets of shop experience should be woven into the shop lesson.

The class room appearance is an area that a lot of instructors miss. A room that has pictures and information concerning the subject is far more appealing to the student that 4 bare walls.

The way the students see you on the first day of class and how you present yourself is one of the best indicators of how the course will be and how the students will react to your teaching.

Plan and be prepared, be professional at all times and have fun teaching the course.

The excitement we display about our coure is highly contagious. If we have fully prepared ourselves and have what's needed to get out of the gate running, we will ensure a successful 1st day. Our excitement for the course we teach will be felt and noticed within the first few minutes of us discussing it. The way we describe the course with enthusiasm and passion will greatly impress upon the class how much we like what we are teaching. If we perceive that our material or course is just another course and this is just another class, than all will be lost during the duration of the entire course for the entire class. Even if this is the 50th time we've taught the same course back to back to back, it is the 1st time our students have taken it. Our window of opportunity to impress upon them the perception we want them to have of our course, material, and information is only within the first few minutes; we must make the most of it.

Towards the end of a students journey, they can sometimes lose focus of the big picture. Distracted by the drone of day-in day-out work/school schedule, it can be difficult to motivate them. What are some motivational methods you have used to get them back on track?

One challenge that we face is a relatively short time frame of three weeks/ninety hours in which to deliver an abundance of information and at the same time assess special needs of individual students. I believe that a consistent method of presenting information and instruction from subject to subject allows the student to acclimate quicker to each new class enviroment and better esure their individual success. The more consistently the class is managed, the simpler it is to evaluate special needs as well as promote success for individual students and the instructor. At the same time this bolsters student retention.

In my previous instructional postions, I was able to make my own tests & quizes. As we encourage our students to persue the ASE Certification Tests I always constructed my tests in that format; i.e. multiple choice, some with "refer to illustration" and usually 25 to 50 questions in length. In my opinion, by mimicking the ASE format and length we better prepare them for the actual type of written test they might eventually benefit from taking.

As part of ANY course I instruct, I frequently refer to the interpersonal relationships that are so much a part of our everyday lives we tend to take them for granted. Every student has a friend/relative/associate/aquaintance that they "like"; that everyone seems to get along with; that they themselves would like to emulate. I suggest to them that THAT person has DEMONSTRATED soft skills. And that they should consider using that person as a role model.

I have been a barber for 22 years. I am going to be an instructor at the college I attended. I am more worried about bringing bad habits to the table with all the the years of being in the business. This course has really helped me decide that my choice of becoming a instructor will be rewarding one. How do you suggest to monitor bad habits?