A simple thank you from a student goes a long way with me. I reward my students verbally and when one of my student thank me for helping them, the reward I feel inside is so special. I truly enjoy teaching!

Hi Dr. Stover! What presentation techniques and activities have you and/or your faculty utilized, from a best practices approach that have effectively engaged adult, diverse learners and, perhaps, learners with special needs in the learning process?

I have a few question's for Instructors that continue to conduct them self's in a manner that was acceptable in the field but is not acceptable in the classroom. Do you believe the students respect you? Do you manage your class by the professional guidelines your college requires or do you turn a blind eye to student professionalism in the class? If you do challenge students about their professionalism does it turn into a confrontation? Instructor professionalism is something I often think about but don't feel I am effectively managing. I feel some honest and candid responses will help me understand what this type of Instructor is thinking and ultimately will allow me to educate the Instructor.

Curiosity question...has anyone else had a new instructor, that took to the automotive education field like a duck takes to water? I mean, someone that was almost "turn-key" right from the start, only to have that great addition to your education team, get "cold feet"? It took a lot of work and "coaxing" to get this employee to believe that he would do just fine and be a valuable asset to the team and the organization. The instructor I'm referring to, actually thanked a few of us for the opportunity but was just scared to death and tried to quit. As this story turns out....this is one of my top performing instructors "across the board". Back to my original question...is there something that any of you are doing to be proactive in preventing this type of "stage fright" in your new instructors?

LPs are absolutely critical to formulating a good instructional flow. It is the the way to make sure that you have planned out all of the requisit activities and learning skills necessary to complete the course content. It is also a very good mechanism for those new instructors who don't have teaching experience but a wealth of practical experience; keep us all focused on the task at hand. Our job to to do whatever is necessary to cause learning to take place in our students.

Using the ABCD method (Mager Method) of writing course objectives works well when the material is mostly concrete and not abstract. How does one construct good objectives when the material is mor on the abstract, say music appreciation?

All of this information seems to be directed only at on groudn instruction. What are some of the differences one would see if they were teaching in an online environment only?

Dr. Meers and all other students... What are good resources for task analysis involving see-say-do modalitites? I am teaching grammar, and am familiar with methods for 4th grade, but want to know how to make the clas engaging for adults.

The daily lesson plans were so helpful to me, in my first year of teaching. I would like to know how it helped you in your first year.

I find so much material today for teaching almost any subject. If anyone is having a hard time finding materials maybe together we can find something that will help you.

I find that the most important problem involving post-secondary career schools such as ours is the very poor verbal and written communicative skills of our students. The great majority of our students graduated near or below the median percentage of their class; most barely made sufficient progress to graduate. The first difficulty I have to overcome is to make them realize just how important correct grammar, verbage and sentence structure are to their ability to be hired and to progress in their technical field. I am pursuing a curricula change proposal to include basic technical report writing skills and verbal presentation (as to a client) as an initial approach to solving this problem.

The benefits for completing this course are to long to list here.Cant wait to apply the strategies learned throughout the new year.

REALLY ENJOYED LEARNING MORE ABOUT THE DIFFERENT VALUES IN TESTING.

CANT UNDERSTAND WHY SOME STUDENTS WANT TO CHEAT THEMSELVES BY CHEATING ON TESTS.

I HAVE FOUND THE ADULT EGO DOES NOT ALLOW MY STUDENTS TO ASK QUESTIONS WHEN NEED BE BUT THEN THEY WILL COME UP TO YOU AND ASK AFTER CLASS SOLO.

I hope that I can remember all the uses for the different types of test. I know tests are a critical part of assessment, but trying to remember which is the best one to create or use may prove to be difficult for me.

I have found here that we assess the students every day, but not always do we use the formative method. I think that if I start using this I will achieve better results from the students for two reasons. 1: If they are lacking, they will want to increase their understanding and not fall behind. 2: if they are doing well they will have more confidence to do even better.

I myself have never been good at forming questions to pose to others to help them find the answers within themselves. I think after this module, and some practice, i might be able to do this.

I have found with my students,Hands on is much more fun than digging around in the textbook.

How do you know you are communicating with your students?