I have presented shown videos in my classes, some have been in 5-10 minutes increments, one in particular was for 75 minutes or so. During my Faculty training, they discouraged us from showing complete videos due to students falling asleep, etc. Any ideas on what the industry standard is on how long the videos should be?

During a Faculty training a few weeks ago, the Facilitator showed YouTube footage of "what not to do" as an Instructor. It amazed me at some of the things they did, how they dressed and often times were inappropriate. Being a "model" for your students is a key to gaining respect!

I had the privilege of attending a Faculty training a few weeks ago. The Facilitator stated that books should be minimally used, if possible not at all, but to use other sources instead. It may be easier to do that with classes such as Photography. On the other hand, with Sociology classes there are many theories to cover and not many real-life experiences to apply to it. I do believe that real-life experiences are a crucial ingredient to teaching, but I do not believe it should replace the textbook.

I understand the syllabus is an "unspoken contract" between the student and the Instructor. I am curious to know how many Instructors have their students sign the back page of the syllabus. I am a new Instructor and have not heard of that before. I think it's a good idea. However, I wonder if students will automatically look at the Instructor as someone who does not trust them.

A teacher is just like an actor , the style of delivery is very important.

Students tend to save the handouts that are informative and creative . They will use it over and over.

It is much better if you prepare yourself at least the night before the firs class and not the minutes before the class.

Our students are smart. They can tell the difference between having experience in teaching and not having it. Knowlege for teaching in the subject is important but teaching skills has its own place.

I've found that when teaching a new course, it is difficult to determine whether the pace of the course will keep up with a predetermined calendar/schedule of topics to be covered. I often include the disclosure "Course outline accurate through week 5. Changes may be made to the course outline through week 5." This gives me the flexibility to rewrite or adjust the pace of material after evaluating the overall progress during the first few weeks. Question: Is this ethical? I haven't had any complaints about it so far..

Using multiple learning styles and “multiple intelligences” for learning is a relatively a great approach.

Make eye contact. Eye contact emphasizes sincerity and without sincerity your point will not be received

Coordination and communication before class will help ensure a successful training

The use of a checklist is the most helpful thing an instructor can do to help ease the first-class nerves. Checklist(s) should be made and kept handy.

A manager is a person that makes sure that everything and everyone comes together at the point that learning needs to occur

For the first day of class you had to carefully prepare what you were going to say and do. It’s no different for the remaining days of the term, except now you’ll be involved in actively teaching (delivering) the course content to your students.

In meeting the class for the first time, it's important for the instructor to set the stage that portrays respect among students and the instructor.

In meeting the class for the first time, it's important for the instructor to set the stage that portrays respect among students and the instructor.

What I tend to do is, depending on the size of the class, I go around the room and have them say who they are, where they're from, what they are doing here (at the school), and what do they hope to accomplish. Sometimes it goes quick, sometimes some students have much to say which, if I feel it is, sometimes ties to some of the course objectives.

Previous to my current position I instructed a multi-subject module wherein I had, over a 3 month period, the need to present basic automotive electical skills, steering, suspension & alignment fundamentals, HVAC and introductions to hydraulics, welding and preventative maintainance. I wrote and constantly ammended or updated individual worksheets for the students to use as they applied there classroom instruction to actual componentry repair, adjustment or service. These proved to be most effective as they insured the students performed the correct tasks in the correct order and to the necessary level of competence as confirmed by the measurements and answers they submitted. A student unable to completely answer all areas or arrive at a logical/sensible conclusion could be easily identified and then helped.

Teaching nursing in the clinical setting is vastly different from other disciplines. The current research indicates the critical thinking occurs in the post conference. I use the Socratic style here. With the advent of simulation labs, you will find the debriefing post simulation is a close match to post conference using socratic questions. Post conference is not just a time to rattle off the litany of chores preformed for the day. It is a time to connect the data and analyze the results.