Right now i'm in school for my second BA, Does anybody find it hard to balance your school work with that of what you teach to your class? if so whats a good way to find that balance (aside from having schedules)

I am experiencing in my class room that the hands on approach is certainly a better way for my students to be able to comprehend what it is that I'm laying out in front of them. It is very difficult to describe sound, yet we all have an opinion about how something should sound. Most (if not all) of my class are creative people, and teaching the mechanics of a large PA system can sometimes be challenging if we are simply discussing the mechanics. I'm trying to figure out how I can keep the "bookwork" interesting enough to keep creative minds focused.

Introduce yourself and the course. it is a good idea to write your name, the class number on the board before the class begin. Making a few short comments about your experiencies in the field.

One way I do this is, as I get ready to start a section I will ask questions about it before actually discussing it. Yes sounds simple but if everyone in the class answers wrong or most of them, they are now concerned with what the right answer is. I have found by doing this the students actuall pay attention and remember what they heard. Simple but effective. Bye the way wanna have fun and see their eyes realy open ask them something from out of the blue. For example when will the batteries in the Hovel Telescope die. Who was the only man to be interviewed in a national magazine under 2 different names. Keep them wanting to learn more than they have to. Make them learn more than they need to. Heck just tell them its fun and a day without learning something new is a wasted day.

Alertness regarding the lecture coverage and having a clear communication with your student can provde you with moving tward doing a better and execellent approach in teaching. Acually, following the guidelines in the MaxKnowlede presentations and refering to these guideline can make it much easier to strive tward being and excellent teacher.

I have an opinion that a big part of a students ability to learn and grow is, stop feeding them all the answers, make them work for some of it with your guidance. I see all to often in this industry, Instructors become impatient and just give answers and expect the students to remember it all, and if they don't, they become upset with the students, and not their learning process like they probably should.

Have many tools to help you get the topic and goals accomplished

One thing to keep in mind when lecturing is that people have short attention spans. The material in this course says the average adult’s attention span is about 15-18 minutes long, after that it is difficult for them to keep focused and learn new information during a lecture. In addition to the short average attention span problem there is the fact that we deal with a younger group of people that are used to information being presented to them in very flashy eye catching ways on TV, internet, magazines and their phones. They do not become interested or keep their attention focused on you very easily unless excitement about a subject is created and projected. It makes our job a little tougher but it also keeps it interesting because we have to keep coming up with ways to keep the material interesting and the students focused.

To give the students the good and bad rules that will lead to there success, being consistent is a key that they will respect. Having some fun but keeping in mind that there is a goal to be accomplished.

Delivering a lesson requires very good planning and communication skills. It is most important to take into account of makeup of your class. Who are your students? What are they most interested in? Tailoring the presentation to the audience is of most importance.

You only get to make a first impression once. Your relationship with your students develops very quickly and a poor first impression can lead to a student becoming de-motivated. It is the responsibility of the teacher to make sure that he/she is prepared right from the first moment.

I'm new in the instructional field and I'm having to learn to keep my pace slower because of some (not all) students not catching all the details involved with the subject at hand. I am also experiencing what I call the "timid" class, where no one wants to take a chance a speak out. Sometimes it is very difficult to know or see if my students are actually understanding the subject matter. Where I am becoming concerned is the fact that as a class, we have to move forward to get everything into our class time. Some of the material I am teaching on has to do with safety for not only the individual but for many others that might be involved on a site. My question is: How do I go about checking to see if everyone is actually understanding, before test time?

When we talk about being a role model, sometimes we only view this as a model for the industry we are training students for. In reality, we're modeling for life in general. How we conduct ourselves extends beyond the industry standards of our profession. How our interaction with students, staff, parents, industry professionals, etc., are all observed and are examples to our students of what a professional person is all about.

I have used questioning before but actually using them in this method is awsome. I used in a class today and the engagement was amasing.

I have always reiterated to my faculty staff that when we enter a classroom, we act, we direct, we supervise and we produce the course of the event. Principally, we are the main actor. It is up to us to convince, and attract the students' attention. Acting is not merely gestures. It behoves the tone of our voice, the body movements, the intonation and the manner we interact with ther students. This is how we motivate and deliver course content.

Why do instructors feel the need to discipline a student at the drop of a hat? It seems instructors are eager to punish but late to coach and mentor. Too many instructors do not know how to treat students and take everything they do wrong as a personal attack on the instructor. I have found it is best to be friendly, but not their friend, talk not shout, discuss in private not in public.If this does not produce the results you are looking for, maybe it is time to look inward and find out more about yourself.

You have a great lesson plan for your new class. On the first day of class you get feedback that indicates your original plan may not be best suited for this class. So to now make the class a good learning experience your plan must be changed. No one wants to sit through a class and feel left out.

In the beginning extra time and effort is needed to make sure all goes well on the first day. If all goes well on the first day, it sets you up for success. I know from experience that it is much more work to recover from a bad first day of class. Do your self a favor and take the time to make sure you are prepared the first day. Someone once told me that there is no substitution for preparation. I think they were right.

More often than not, I am given a syllabus with which to conduct my course. The curriculum developers usually develop the syllabi as well. I always take this to be a guideline, rather than a rule. The best syllabi are developed by those who need to use it in the class room. That means teachers.

Every start of a new module or a term (usually every 5 weeks), our faculty has a "Script" and "first day check off list". We go through the academic policies as well review the course syllabus. Although redundant, we feel that this is necessary with the kind of population and the level of our students in our institution.