While have a small number of students on a regular basis can allow me to focus material and learning directly to the few (or even one) students, it presents a challenge in the variety of activities and teaching forms available to use. Anyone have any thoughts of new ideas to modify some on the group work ideas or teaching elements that work better with just one or two students?

I truley feel and understand how it it is dchalenging to deal with different age in the class . I like that this module discuss this point

When I have over 30 students in my class it can sometimes seem such a daunting task to monitor the intrinsic motivation levels of each student. I don't want to see anyone fall behind for any reason, but I often feel like I am working harder for their grade than they are. I want to encourage and motivate my students to the best of my ability. Does anyone have any ideas about short check-in activities for a primarily lecture-based class that can help me stay on top of it?

I believe that empathy must go hand in hand with each course that is being taught. However, it is imperative that the student know that trust is the ultimate goal of the student. Empathy will help student to develope in all areas of learning. The instructor must still expect the student to meet deadline by completing assignments. Henry

I had a student who first started out with attitude and rude. Later I found out with postitve motivation and conistent reinforcement she became to be one of my best student.

I always encourage class participation by students and create opportunities to allow all students to be engaged in class discussions and projects. This is a significant motivator for my students.

Having fun and keeping the students engaged will uaually keep them motivated. By keeping a casual atmosphere most students don't feel strained to learn the subject matter, the key is to keep it on track it is very easy for them to wander off mentally so challange them when you can.

We have a problem with tardiness in our school, either being late for class or coming back from break. One of the ways I handle it is to give a 5-point "bonus" quiz at the top of the class. Anyone who is there by the time I finish taking attendance gets to take it. As for the ones running late, it doesn't count against them. I've seen a significant reduction in tardiness since implimenting this.

I have found that if a younger student connects with an older student, they both tend to have success in the classroom because they can encourage each other. Older students tend to play the mother/father role to the younger less experienced student. These types of students also are a help in retaining younger students. Younger students on the other hand can help the older student understand the information, use technology, and study for test. Older students can also be a great support system for younger students who lack transportation to school since some of them have cars.

To create a non-threatening environment, I have placed all the tables and chairs in my classroom in a horseshoe configuration. As I walk around in the middle of them, everyone is equally envolved and I like to think I have their undevided attention.

I love the idea of having the students write down a summary of what they have learned at the midpoint of the class term. This will give me a sense of accomplishment and direction going into the second half of the term. This will also give the students a chance to reflect on what they have actually learned.

I really like the way this module focuses on the human side of being an instructor. Caring about students is the first step to having good student retention. I particularly like how the module mentions that an instructor needs to greet an acknowledge each student upon entering the class. This shows individual attention from the VERY beginning.

I find Student Retention to be a very challenging part of my duties. This course is bringing several new approaches to light. So far, I'm enjoying this module completely.

Student trust is tops, with out trust you can't build a relationship with your students, and that is needed for them to want to learn our subject matter.

Just being enthusiastic and genuinely excited about teaching the course shows the students that they have a good leader they can depend on to teach the course.

I find that it is important to have small review session before each class to bring all the students back on the same page before starting new material.

By using personal experiences to provide examples relative to the course discussions, you will refresh why it is important to keep the information you teach retained

TEAM!!! The Main focus of my classrooms and interactions with colleagues I gear around the TEAM Aspect... Teaching Application Courses, I live and breath the projector based lecture. Students watch me do, then I do & they do, then I do Again one more time!!! Anyone not able to do is assisted by a classmate to accomplish the objective. Students who have little constructive processes in Applications to grow upon, are assisted often during this process, and accomplish the task in a team (non-pressure learning). Those who have ample constructive backgrounds are called out and assist during these lectures (rewards). They are hailed for helping others. With that said, students who began courses asking for help, tend to turn and begin helping others as their confidence progresses....therefore, balance is achieved....

I think one of the most important things that this section touched on was the combination of both types of motivation. You use a reward (extrinsic) to bridge the gap to real high quality motivation (intrinsic). One of the most important things I see people over look, in and out of the classroom, is planning their rewards around the transition into intrinsic motivation. Too often people see the constant extrinsic rewards and modify the way they do things to only meet the minimum requirements to obtain the rewards. Give a reward to teams that complete activities that enabling socialization and building a solid team environment, this will (hopefully) lead to the intrinsic reward of a great group experience.

during lecture periods I find that outside activities associated with the lecture material tends to tie lecture with reality and assists in keeping the students interested. also field trips associated with the course being taught tend to allow welcome breaks from the daily routine, They seem to refresh the students and keep them on track as well as allowing the students to experience the real world in their field of endeaver.