Every day we line up to do "Brigade". As a classical French Culinary school,we get the opportunity to greet and acknowledge our students daily as class gets started.

What do you do with the student, older or younger, that will not let an issue go.

I teach math, but I think this point applies to most or all subjects: Early in the module when discussing 'learnativity,' we are told that case studies and other student interactions with material are important for a number of reasons, not the least of which it gives them more ways to remember the myriad things thrown at them. While this is true, it's only a good idea if they understand the principles behind the interaction. In other words, a student who only knows, for example, how to apply the Pythagorean Theorem to one situation but cannot tackle a question written in a different way hasn't actually learned anything. A recent study of standardized testing showed that students accustomed to a certain kind of test do not do well if presented with a test, say, from another organization. In other words, they know how to answer questions written a certain way, largely because they practice questions only in the one format. My point, then: do not rely only on student interaction with material. If they can answer that question but cannot transfer the knowledge, they are no better off than they were before.

Language becomes a key problem for those whose English is not a first language.

Students of all ages recognize (and usually resent) disingenuousness. Don't try to be someone you are not. It's certainly important, as this module suggests, to build relationships with your students, but it doesn't end with a "What's new?" at the door. I tell my students (middle school) that my classroom is my playground, and I'm going to have fun whether they do or not. Some of them do find that a bit off-putting, their teacher taking an altogether different approach than what they're used to. But most end up learning a lot in class, and are eager to be there because they never know what Mr. Cohen is going to say or do next. I can't be that dry, stick-to-the-curriculum-the-way-it's-written teacher. So when I teach about gravity, I ask the students to consider this situation: an aide in our building (he weighs 300+ pounds) and a specific teacher (she can't weigh much more than 100) are on the roof. There's padding below, so they won't get hurt. they jump at the same time -- who lands first? I'm thinking this is not the way most people broach the topic, but my students get it pretty quickly, and have that means for remembering it discussed in the module. Having said that, I know my style wouldn't work for everybody. I wouldn't even suggest that anybody try it, to the point I've resisted chances to this point to have a student teacher because, from a technical standpoint, mine might be more the "How not to" method. But during any class, it's firmly established who's in charge and what we're there for. You need to establish a rapport with each student to be sure, but you almost much inject a lot of yourself into each session. I always say if I'm worn out -- physcially and emotionally -- at the end of the school day, then I must have done my job well that day.

From my own experience, I can attest to the differences in student motivation based on age. As an undergrad right out of high school, academics were not my top priority. I was like most 20-year-olds in college: the social life came first. My grades were well below what I was capable of, and this became even more evident during my junior year when my father became terminally ill. My grades improved dramatically as I took more serious approach to life in general. I never imagined myself in grad school, and it was about 15 years before I went ... the first time. I maintained a 4.0 through much of it, and actually felt it ws a burden in some ways, because, while i had it I wanted to keep it. I fell a little short, but completed an MBA with about a 3.8. A few years later I went back for another Master's, this time in teaching. Same situation, a 4.0 for the first semester or two. It was a relief in some ways to get a B. I finished with about a 3.93. As an undergrad, grades were almost an afterthought. As an adult, I was driven to succeed. This applies to many -- though certainly not all -- students in these two age groups.

do not let the class become a gripe session but it is impoortant to be attentive to the student needs and concerns and offer assistance usually by refering them to the correct department personal to help them with a particular concern. Ultimately you have to keep control of the class and move on

One way I have found to motivate students is to find a way to challenge each one of them. Often times it is a different motivating factor for each one. For instance, with one student it is how to improve on a quiz, another might be to become more proficient at a particular technique. And luckily there are self motivated students who challenge themselves each day, those are the ones you just have to give a little nudge to.

always try to put yourself in the students seat and make ssure what you are teaching is understandable, interesting, and most of all going to give the student a positive outlook for their future

always keep your classrooms positive and uplifting for the students and the retention and learning will always be high

always make youself approachable to the students so they will gain positive attitudes and results

Many might learn better when they have fun. I am saying this based on experience; I have had many students who enjoyed interacting in class and learn when they are interested on a subject and are having fun - to the point they forgot to take their 20 minutes break. David Moradian

I think motivating students and providing them feedback are two of the most important goals for each instructor. Constant feedback and encouraging students and motivating them are essential for each course.

Teaaching at the school whare I was a student I know what the student is going thru so I can help them better.

It's so easy as teachers, espcially those of us with logical minds, to approach teaching as an efficient, orgainzed, step by step enterprise. This is ok, if students feel you CARE about them. In other words, we cannot let the efficiency get in the way of really caring about our students. And if we need to be flexible, so be it.

The idea of having fun, being creative and spontaneous in the class room becomes a very good learning active for the students, besides breaking the "Boring Lecture" you have shown the students that there is another side to their instructor which allows the students to gain a little more respect for the instructor, this process allows both the instructor and the students to create a atmosphere that is open & positive in the classroom/lab.

Showing the relevancy of the subject matteris important.

1. Remain positive! 2. Provide opportunity for success! 3. Be excited! 4. Teach teamwork. 5. Praise students in public. 6. Teach problem solving skills. 7. provide opportunities for students with various life experiences.

Student-faculty interaction has a strong impact on student satisfaction and retention. Research studies correlate successful retention strategies with students who feel the college is truly concerned about his/her academic success and well being.

Give the students options and have the students make the choice. Ask the students to assess their own needs and come up with solutions on their own. Ask leading questions to get the students to discover the correct answer on their own rather than giving the answer yourself.