I look at the amount of material that needs to be covered, how difficult the material is, I then plan for about ten minutes worth of questions, answers and comments. At that point I have a good idea of how much time it will take to teach a lesson.
I start each day with a "math problem of the day" - usually a drug dose question. This can sometimes take longer than anticipated. I also like to review the main points of the previous day's presentation. I have a planned schedule of information presentation, and I rarely run out of material to cover; I more frequently run out of time. I try to keep track of time, and pick up my pace a little if necesary.
Time Management: When I was in the Marine Corps signed as a diver instructor at the dive school in Panama City FL, I found that managing time was very hard due to getting the students ready to dive, mother-nature, tides, and preparing the boats to go to sea. I had to do reverse planning for each event so that I could get the students out into the water on time and back in time for there next class. This was preformed each and everyday for a successful time management.
v/r
Ron
I use a basic lesson plan and teach according to the syllabus. I use clock time management to direct subject matter, discussions, and questions. If time permits, I go into further detail about subject. I also plan for more than time allows.
I always have some extra material related to the topic. Sometime I am asking students to be ready for mini presentations or for group discussion.
My classes are 5 1/2 hours long. So I simply look at the material for the day and put it into estimated time blocks. This helps knowing how much time to spend on each,and keeping and eye on the clock. Thanks
I use timed random questions and answer periods to prepare for tests and quizzes.
Jacqueline,
Puzzles are fun activities, that can be used to keep students engaged. I have used crossword puzzles as "study guides" for student in the past. It is interesting to see that they generally "study hard", in order to complete the puzzle, before their classmates. It is an excellent catalyst for getting them to study for the exam.
Tremayne Simpson
It also helps to change your voice tone to keep them engaged in the information. Throwing a soft ball around the room for the students to answer questions I have found beneficial.
On occassions when the topics are a bit shorter and I think I may have a little extra time I have like a word searc puzzle to lenghten the time.
Aubrey,
In order to create more time, perhaps you could provide alternate methods for cover some of the scheduled session content. For example, providing the quizzes online (via student portal) or allowing the groups to present in an alternative format (once again, using the student portal). I've found that assigning course content outside of class, not only keeps the students engaged, but it also provides me with more time to try additional activities in the classroom.
Tremayne Simpson
I teach cardiovascular classes, I always have actual cases from patients I have seen in my career to show and go over, when I end up with extra time. The students love seeing these. It keeps them excited knowing they are real patients, the pathology sticks with them when they see it in person rather than in a book, (all HIPPA laws have been observed) and they love the fact that I personally scanned these patients, so they get to critique my "real life" abilities.
Since we have access to computers in the classrooms, I assign the students questions to answer by researching several websites that I have compiled previously.
Time management is key for my lecture. My lecture is 4 hours long. In that time frame each week I must tackle a quiz, 3 chapters, a 20-30 minute group presentations, ample time for questions plus a 30 minute lunch break. I find that I outline and prepare each week and each week I feel like there is less and less time. Some feedback I received from students is that they would like hands on activities, I am wondering how to improve my lectures so I can provide time for hands on activities for more helpful understanding of the material.
I always try to have extra material and resources for every area I teach. If I finish a lesson plan early I always re-visit questions from the lectured material to see what my students retained. If they struggle with the answer to my question we go back to the area where the information was covered to re-strenghten their knowledge and understanding.
Keep on going notes throughout the day
Judith,
It is important that all new instructors have a "mentor" to assist them, early on in their experience. Mentors can also provide non-biased suggestions, that can assist the instructor with improving their instructional methods.
Tremayne Simpson
Wendy,
I agree. In addition, I believe that lecturing continuously, without diversion, negatively impacts the student's ability to retain information. They have to be challenged with activities and in-class assignments, that will enable them to apply learned information.
Tremayne Simpson
I also keep a few "tricks" in case we have extra time or if a group is eagrer.
Prepare word search or word puzzle petraining to the subject
