Having a syllabus is a great way for introduction and expecatations for the course. It is a great time to ask questions and get a feel for the classroom environment from instructor to student.

With planning and to do lists you can stay focused in an effective way for both students and your self.

When you are knowledgable about what needs to be presented or taught, the teaching process can be easier. You show your students that you are reliable and prepared.

When giving an exam, I have found that students with learming disabilities perform better when thsy are given additional time in a separate classroom.

I have found that by having them attend after class tutoring sessions will help in their development.

I find it critically important to regularly pause to assess the classroom dynamic throughout the course of the day. With five hour classes it is easy to get wrapped up in the material and leave the students (and their attention) behind. Checking what they have retained so far, what they have found most interesting, and observing their engagement levels helps me to move forward or adjust more effectively through the lesson plans.

The instructor must be cognizant of those students who rely on others to do the assignment for them.

I feel fortunate that I am able to teach material in class that I really enjoy and am enthusiastic about. I think that it can be easy to forget how important it is to give students some highlights of what will be covered to get their minds going and get them excited about the topics to come. Enthnusiasm is contagious and sharing your enthusiasm with the students can help them retain the information by keeping them engaged in the subject matter.

I have found it helpful to distribute a course outline at the beginning of the course. This which gives the student an overview of what the course will cover.

I've recently started teaching a new group through the first science-based class of their course. As I haven't had much experience teaching this particular class, I adapted a syllabus from a previous instructor. What I did not realize when planning the class is the time between quizzes. We meet weekly, and the first two quizzes have been on the 2nd and 4th class period (2 weeks in between). Most of the students have struggled through these 2 quizzes. My question is: what is the best timeframe for quizzing students? Am I expecting too much from them with every-other-week quizzes? E. Young

When teaching a general education 101 course at a career college how have some of you or instructors you know helped students remember the purpose for taking your course? I find it is sometimes difficult for the students to remember why general courses are requirements and not silly administrative hoops to jump through.

As a new instructor and watching some of the other instructors and their test choices, it appears most do a variety from all of these topics discussed. T/F, multiple choice, short answer, and essay. Much does need to assess the critical thinking skills of the students.

I have seen this in past classes that I have taken; however, the instructor never collected them to evaluate. I can see this being an effective tool if utilized correctly.

This subject material will all come in useful for my classes. As a new instructor, I can definitely benefit from this. Especially the shy students, and how we can reinforce their input if they do participate in class.

I liked the idea of doing a learning styles assessment on the class. This would assist with teaching to accommodate all learners. I plan to use this idea.

What in your past has been the most effective way to deliver course content to a broad range of students (ages and diversity)?

What are some great openers that you have used that were effective for meeting your class for the first time? It was interesting, my son just started college and he said his instructors did not use anything creative other than a basic back ground.

How long on average does it take to create a presentation for each hour of lecture? How long do you give your students in class to review a case study before presenting it? I plan to break my lecture time up to allow my students to refocus as I remember how hard it was to focus on long lectures without media, case studies, student lead learning etc.

As a brand new instructor it is amazing how supportive the faculty is as a resource. Just as I have done research on what assists in helping faculty with a faculty to student ratio of one to twelve during my master's practicum during clinical rotations. There are many resources out there, and one great idea I can share with you all is related to concept based learning. It assists the student to bridge the gap between theory and clinical.

Since there is a different learning style for everyone, would it be to confusing to try to combine all the styles together to accommodate all the student's & their learning styles?