Bret RuizCHEP

I have students count off and then break into groups. Invariably, someone takes a lead and others follow. However, there is usually at least one student who doesn't want to participate fully.How can I encourage all students to participate fully in team work?

I usually list the main goals of each day's class on the eraser board. At the end, of class I repeat the goals and ask probing questions. I keep suggesting to students to take notes or highlight key ideas in their textbooks and PowerPoint handouts. When I ask students why they don't take notes or highlight, they respond that they "have photographic memories". I believe that the suggested habits above increase student information retention. What else would encourage students to do something to retain new information?

Sometimes, I show short films or clips. I believe this type of medium can be effective. Some students pay attention and others don't pay attention and even sleep.How can one measure what has been learned in this type of exercise? Sometimes, I give out a brief questionnaire, which helps me get some idea of the usefulness of this exercise.

I teach in a culinary school,however degree candidates are required to take general education classes such as psychology, math, and history,etc. Often students have a narrow focus and feel that these core classes are not related to their desire to be chefs and restaurant owners.How, can a gen ed teacher deal with this prevalent view. I try to draw relationships between my psychology class and the managing people in any industry. This doesn't always work. Any suggestions?

What are some specific ways to get feedback from students on what is working in the classroom and what can be improved? The class surveys at the end don't help with the current class. Do you ask students directly if they are learning or do you gauge by body language and level of interest? I'd like to hear from other professionals.

Often, I will receive notice from the office for instructional needs about students with disabilities. I give them more time on tests. I present information in smaller segments to these students. I offer tutoring support in our Resource Center.

The firstday of class I have each student introduce themselves by stating where they are from and what they majoring in. You learn a lot about your students through observation and attentive listening. I take the time to give some extra attention to students whose first language is not English. I also try to assist slow learners with short exercises.

I find putting students in groups helps them to learn and digest new ideas. I use a random process by having them number off. I monitor all the groups by periodically moving from group to group. If you give each student a specific task, they are more likely to work well as a team. Any other ideas for having successful groups?

I like to let the light in the room, by opening all the shades. I come prepared to class with handouts. I walk around the classroom. I try to ask all students questions. I use gestures and voice tone to reinforce key points. I recap major points at the end of a lecture.

I think it is important to keep students informed on a weekly basis about their academic progress. I grade exams and usually return in the next class period. I offer suggestions and constructive criticism on written assignments. I make a deliberate effort to speak with students who are doing poorly early in the course and offer assistance and academic advice. Are there other things I can be doing to make sure students understand their academic progress.