Every student needs to have his/her own personal space. Students tend not to do well if they do have seating/space challenges in the classroom. I like for my classroom to be bright and the walls full of influential sayings that will provoke critical thinking about the career that most of my students may enter.

Adult learners are predisposed to "idividual effort" from their many life experiences. There is an initial reluctance to submit to guidance or suggestion from other students. Administering a short, "bubblegum for the brain" quiz or problem they attack together, and have it unrelated to the course, allows an initial period of commraderie and buffering of their resitance.Then they can take 10 minutes to question,discuss, and explore their individual differences and experiences; but too, they can realize their commonalities and mutual motivations for being in the class.

I have found in my Document Processing/Word/PowerPoint/Spreadsheet classes that the first most important part of learning is developing two-way communication. I try to get to know my students as soon as possible--which means their interest inside and out-side of school. If they participate in an event I try to attend and then mention something positive about the event in the next class session. The students really appreciate me taking my time to attend most of their events. I also try to apply every learning experience in class to their interest which really helps the students see the purpose for learning the subject matter. Always say everything in a positive manner helps the students to feel good about themselves.

Adult students want to know the instructors knows "their stuff", but he/she is also determined that the students must learn the knowledge to empower and enhance their outcomes.Exhibiting a "spirited" approach to the physical, mental, and emotional aspects of classroom instruction is essential for getting attention; retaining interest; and promoting relaxed learning.

I try to use both types of questions in class. I have found using more open ended questions gets the class discussions going better. Once someone starts to talk more all students seem to follow

I am absolutely excited at the thought of using a microphone or talking stick in my next econ class. My question is since it's recommended for occasional use how do you know when you have crossed the line? How much is too much?

I think there are few replacements for enthusiasm as a teacher. If you are bored, the students will probably be bored as well. Now, I teach math so I am challenged with bored students daily, especially the poor content that most of math teachers are FORCED to teach. Over 13 years most students have said that they appreciate the fact that I was enthusiastic and cared about what I taught. What do you think? Can a mild tempered, soft spoken, calm, unenthusiastic teacher truly get the message across? Scott

I teach an Algebra course to prospective chefs. Many of them have not had this class in several years, while some of them could pass the final exam on day 1. I have been catering to those who need more help, and letting those that understand the material to work on their own, but I can tell they are bored. Any suggestions?

Of course, a test must be created that covers whatever content was gone over. I personally prefer matching and true and false for my comprehensive tests; every instructor is different. Sometimes, students will seem a bit apprehensive that the testing will be an essay or short answer. I like my students to know what type of test they will be doing before so they know what to expect.

In teaching oral communications, a comprehensive (written) exam is not a true litmus test of how much a student has learned. In oral comm, what does matter is how much they have progressed in making a speech before their fellow students. Are they better than when they started? Do they make the appropriate eye contact? Posture? Is their voice loud and clear when speaking? This is tested throughout the semester and a final speech is the hope of that the "growth pattern" shown throughout the semester in making various speeches (mistakes and all) will come to full maturity.

does anyone have thoughts regarding the exercise of anonymously polling the class as to what they found helpful during last session vs what could be done to better help them understand during the last session ? part of me says this projects a sense of caring to them , then the other part of me says this may dangerously project a sense of uncertainty to them . welcome your thoughts .

If there is one thing I do enjoy doing while lecturing it's throwing out questions to my class. One of the things that was mentioned in the module was that students in a larger class tend to be more timid in asking questions (paraphrased). I will also add, so do students in small classrooms, too. Again, students don't want to look dumb in front of their peers nor do they want to be scolded by their instructor for giving the incorrect answer no matter what size the classroom is. The only difference is that, in a large class, they can "hide" or be overlooked much easier.

I teach a class in mechanics. I use PowerPoint, printed hand-out material, lecture, demonstrations, and finally student lab. exersizes.

As a new instructor I was very intimidated to walk around as I thought this may have been a sign of nerves. After taking this course I am more at ease at this and have been able to understand the inner workings of the classroom better. I can see things from a different angle and students also seem to be paying more attention. I have also implemented the note card suggestion. This has allowed me to stay focused and seem prepared.

I would be lying if I said I wanted to try new methods of teaching styles. I'm quite comfortable where I am with my lecture style method of teaching since, after all, it is a oral communications class that I teach. That's not to say that I would not use bits and pieces of different styles if need but, but my preference is to lecture.

Positive reinforcement- can be very changing for the student that for the lack of a better word is "all thumbs" I look for any small item to start building i.e. even as small as being on time and in proper uniform - this has helped me turn around several student in my time teaching!

I find that Visual learners use color to help in the learning processes, i.e. memories tags and to high light information

I employee group discussions in most all of my classes. I find this is a good way to hear the students address problems. It seems like they are more likely to ask questions among themselves then ask out-loud. I also employee observation as they are in group setting. This way I can see how they are interacting and what questions/confusions may arise.

Predominantly, my style of teaching is lecture. In a oral communications class there is not much in the way of "hands-on" so lecturing takes a front-row seat. What I like about lecture is that it prompts questions in both myself and my students and can, at times, engage us both in meaningful discussions of the subject matter at hand.

Like any instructor, I am nervous about meeting the new students in my class, however, the first day of class does not necessarily mean that the first impression is the one that will predominate the rest of the semester. I have had semesters that started out good but somewhere along the way the student dynamic changed and by the end of the semester I was glad that class was over. And the reverse can be true. It is interesting how the student dynamic changes. You may start off with expecting a particular student(s) to do very well only to see them drop off the radar before the semester is over, only to find a student(s) that kind of "hid" in the background early on becomes the "unsung hero."