How do you manage achieving the objectives within the allotted time and maintain flexibility to ensure the entire class grasp the material?

I am a program chair here on our campus, and have the challenge of finding each particular student not only for their training requirements, but what externship sites will be the right "fit". I consider their technical skills, people skills, and do they have specific hours they can work their externship hours. It is easier to place the younger generation because of the flexibity of their scheudles, but I do have to deal more with "soft skills" being an issue. The attitude and eagerness to learn is better in my middle-aged students. They really "want" to be there learning and seem to take it more seriously when they are off campus.

I sometimes feel in a losing position when it comes to empathy in a student/faculty relationship. I certainly unerstand that we as individual and family participants have several demands on our time. However, I seem to have a hard time discerning what is the truth and what is a lame excuse. I try to set the ground work on day one when it comes to attendance policies and explain I understand there may be reasons for student absences and that I understand. However, I believe that this sets a dangereous precendence and gives them the ammunition for missing class. I also have the pleasure of teaching these students in their last class before their externship.

This module actually comes at a very good time for both myself and my students. I feel over the past two to three months I have seen the motivation of both myself and my students begin to decline. I hope I can use some of the tools provided here to jump start a very positive learning environment with great success.

I believe strongly that it is important to solicit student feed back at the end of a class. While i beleve most schools solicit instructor reviews and class reviews, I try to solicit student feed back on a more class content level. I ask them to evaluate what they have learned and what the may have wished to learn. I also ask them to offer suggestions so that, I may perhaps make the class more interesting, informative, and interactive. I know this feed back makes the student feel empowered. I bleive it also makes them feel like they are involved and at least that I care about their input.

Remind students what they hope to achieve.

When you are positive and upbeat the energy in the classroom will be similar.

Lay out a road map for students to succeed.

Try to remember what it was like when you were a student.

"All people need a support system." When I viewed the image in this topic, the arms clasped together, I experienced a sense of being tied to a larger force. This was a reminder that everyone at every level needs support to get to that next level. As an instructor, I find it is important to provide encouragement to a student on their efforts to give them validation that they can be successful. When I respond to students work, I like to begin discussing the parts of the assignment they did correct or the theory and approach that provided insight and direction. Even if their answer is wrong, (and I teach accounting which is objective) I can still find something positive to mention. This reminded me of a student who once told me "I really look forward to reading her comments each week they are so encouraging". Lately I have been try to grade as fast as possible because I have other work to get done. This was a good reminder of the impact I can have if I slow down and re-read my words and add just a little bit of encouragement.

As an instructor I know that it is important to provide feedback in a timely manner. However, I have never thought of feedback as a motivator for retention. I provide quick and informative feedback but now will focus on the additional benefits that help students succeed. Thank you for the information, I think this can only help.

Right now I am teaching a class where the age ranges from 20-62 years old. The older students are able to help bring in life experience to the class and really drive home the message to the younger students about what we are talking about. The younger students are able to help the older students with the technology that we are using in class. There are definitely some differences in how the students react in class because of their age. It does add a very nice dynamic to the class.

When I think of rapport, I can't help but think of the business world and how important this is to success. As an instructor, building rapport with students accomplishes the same things as in the business world. This helps build trust, respect, creadibility,and understanding. To be a sussessful instructor rapport must be established and maintained a positive relationship with instructor and student.

As an instructor, I have always made an effort to get to know my students. I take time at the first of the quarter to learn their names and background. As a student I felt that the instructor was trying to show he or she cared. As an instructor, I feel the same way, I am trying to show that I care about them in a personal way. I think this goes a long way in helping students feel comfortable with the instructor and class setting.

As I completed the first section of ED102, I found myself thinking back to my college days. I remember the issues that I faced and the frustration that were created. I never considered leaving school because of these frustrations. I knew that they were a continued part of school and that I need to put up with the frustration. The feeling I get now is that there are many students that this can influence and it does determine their future educational growth. We need to be aware and try to understand the issues facing our students.

Recently my school has implemented an environment where Service Learning is key. I've made realtionships with business and organization owners who have allowed my students to assist with business and marketing plans. The motivation for students to come to class when working on these types of activities seems to jump ten fold. Has anyone else worked with service learning and projects like I've described?

One of the big things I do in all of my classes is discussion. Unfortunately, I have students who do not seem to want any part of this. I do all that I can to make the information I am sharing meaningful and applicable, however it doesn't always do the trick. Anyone have any ideas on how to bring these people out of their shell?

I find that in my classes, the intro classes are regarded as something they just have to take to get to the fun stuff. I have been trying to research and develop ways of making even the intro classes worthwhile. I can't think of a time when I haven't been able to take something away from something that seemed introductory. Often, there is so much information to take in the first time that there are pieces that are missed. I try to make each class a little bit different, due to the make up of the students, however even that doesn't seem to be enough. Does anyone have any ideas on how to make this even more inspriring for students?

I've found in my classrooms that students who have returned to school, be it 5 years or 30 years later, all want to feel like they are part of something bigger. I've implemented group work into most of my courses with some success. I think that the students, for the most part, look forward to working with other students. However, from time to time I have those younger students who seem to separate themselves from the older students. I'm working on a way to over come this, without becoming a "traffic cop" of sorts. Does anyone have any ideas to help the older and younger students integrate better?

As students build on their self confidence because of specific and positive feedback, more application of the course material to their personal and professional lives, they become more invested in completing their educational goal.