I have been in my field for 25 years, and I'm a new substitute instructor at a trade school. The course work has already been established. Right now I would like to have tips from other more experienced subs how they go about conducting classes that are random. Thank you in advance.

English Language Learners will learn English and the content area of any subject using activities related to the sensory areas.

I find that the course is helpful because I am always looking for ways to engage the group of students that I have.

...are becoming the new norm. They allow data amongst all learners to be compared and thus all for more adjustments.

....has become a hot topic trend in education today. Teachers are being asked to use formative assessment to adapt instruction in real time.

You can spend an entire class just asking questions and guide the students through the learning process. It is energy consuming but rewarding when the students get to the correct answers on their own accord.

I was interested in the information provided that a test taker will be 10-15% more productive on assessments if given the assessment int heir learning style.

Think creatively about the flipped classroom. What else besides watching pre-recorded videos could you have students do outside the classroom to enhance learning?

I teach electrical wiring so we do a lot of hands on wiring and testing. We also take them out on wiring of old and new buildings to teach them codes.

The seating in the classroom is very important not only for teaching style of the instructor but for the learning impact of the students

I found it very interesting that armona therepy ie.scents can ad in learning as well as medical isuue. I knew peppermint and lavender was good for migraine mangement and I'm going to try and just see if this makes any difference

Should active learning be involved in every course?

I have had a lot of experience as a public speaker.I find I must communicate differently as a teacher. One form is straight direction. and the other as "teacher" involves knowing the whole student including learning styles personal styles and languages. I teach in a multilingual school and a word in English may not carry the same meaning in their language. what are you thoughts on this problem?

This section was insightful and informative. The different lecture types will help me prepare for successful classroom sessions. Also, knowing that we only have an attention span of 15 – 18 minutes, this will prevent future brain overloads during lectures. Finally, I love the idea of note cards, this concept will help me stay on track with making the key points during class.

I teach adult learners from 18 to 65 years of age. This course has really been helpful in understanding how I should be incorporating the 3 learning styles. I especially like the Harvard Business school videos.

Yes, wait time is very important and after taking this course I have realized that I don't allow ample time to student to think and respond to a question. It really helps students when they are allowed little to receive and respond.

Perhaps the motivation to learn and accomplish by the affected student is the key to eventual success. Adults, in my experience, tend to be more closed about their learning hindrances, than are children (damned ego). However, caring and creativity will provide support for the student's need; and "need" is the precursor of motivation to satisfy the need.Dysgraphia presents a terrific "reading challenge" to the instructor. Fortunately ijn today's educational environments, "keying is king". Those ithout access can be allowed to complete assignments at school; rather than having to take them home to write-out. Or, oral presentations provide a better opportunity; especially since most afflicted with dysgrahia have compensated by developing stronger spoken-presentation skills. Just inquire; care; develop an agreed plan; and congratulate efforts and outcomes.

Students need to be given the facts using lecture, class discussion, PowerPoint presentation, and guided notes. The next day have an activity that reviews the prior class objectives. Now the instructor can see what has been mastered and what needs to have more work. Then I would make a simulation that encompasses both today's and yesterday's new material.

I have found that more times than not, I asked the question in a manner that was "over their head" and the "prompt" mode would come out in me. Once we were on the same page, I could ask more "what if" with more thoughtful answers from the students.

Students will complete an activity/simulation then go back and ask the questions: Would I do the activity/simulation the same way? Would I try another process to complete the same activity/simulation? This I hope will help the students to think about what learning that took place in the classroom.