retention
i feel as an instructor ny teachiing should be clear and concise so i can motivate my students to strive more
Naimah,
These are all great strategies to use in getting students engaged in the learning process. Like the way you offer them different ways to contribute to the class discussions.
Gary
Gary Meers, Ed.D.
1.) Depending on the subject being discussed, I sometimes asked them to tell me some of the ways they see themselves utilizing their newly acquire knowledge.
2.) sometimes I will give them a quick trick question question and ask them to select an answer, but they have to give a rational why they selected one answer over another. This usually lead to a full blown discussion. By the end of the discussion, they usually leave the class with better understanding of the subject or topic bring discussed.
3.) At other times I let them do a review section of what they have been learning, than I have them throw questions at me among other interventions. So far, these seems to be working.
Naimah,
This is a good point. What are some strategies that work for you in keeping students engaged?
Gary
Gary Meers, Ed.D.
I believed that keeeping the students engaged is as important as presenting the actual lesson.
Michael,
Students need to know exactly what the expectations are how and what the polices of the course are going to be. This way they can see how they fit into the learning structure of the course.
Gary
Gary Meers, Ed.D.
Itry to be very clear on the topic and how we will be doing labs . also keeping them involved in the topic. i find it much better to take my time and explain every thing in detail .
Janet,
Retention in two ways is very important. One form of retention is keeping the students in school and in the course and the second is helping students to retain the content that is being offered. We instructors need to work hard at both as we move through the course.
Gary
Gary Meers, Ed.D.
Retention is important to the value of the program meeting and the class instruction should be clear and meaningful.
