Christopher Brown

This is similar to traditional methods, but it is the application that can be different. I will say that where i had difficulty scheduling any students for extra help or practice, I find that I can do it much easier here. If students need more time or further clarification on a topic, we can always set aside an exta half horu or so when there are no classes scheduled and we can do it at a time convenient for all.

I like to see that we have a repository of informaiton to pull from even if it is only on the local level sometimes. For example, we can share projects or give out videos/presentations that we found interesting to others who might also like to use them.

What I found to be the most difficult hurdle of all is the student's lack of discipline. They admit this. You have students who are able to handle the differences in the online environment, but for those that struggle with logging in and learning, it takes relating it to something they are familiar with. Not just the idea of needing this for a job, but I ask them if they play video games and if they ever set up meeting times to get online with friends. I say that this isn't really much different. It is the same as being… >>>

I sometimes have a tendency to get into longer descriptors when speaking. I have taken to actually making "guides" with examples and giving them as supplements in addition to the instruction/examples being given.

One thing I found interesting was the creation of the relationship. In the classroom, students can see you, interact, and it is done in real time, but online students might (at least on some level) see themselves as the only ones in the class. Where they would be more understanding of you taking a moment or two to help someone in the physical class, it might seem like longer in the online environment. Creating that relationship can help them to know they aren't being ignored in those instances.

This has been fairly simple so far. The main points seemed to be that we need to know the courses and maintain an accurate account/

One of the most interesting things I have each term is the idea that students have NO IDEA who you are. They are joining a class and they don't know you or me. So I have to show them that I can be trusted. That I know what I am talking about (through experience or stories or demonstrations) and from there, it builds a trust that when I say that they can do it and allow them to try and do something, it often makes them more confident. They like hearing, "See, I knew it was too easy for you...let's… >>>

I think that one of my biggest fears has always been to look like I made a mistake. See, when I am coding and I have students following for the correct syntax, I am always worried that I will make some big or minor mistake and look like I am a novice. Like I am not sure what I am doing. It is one of the most difficult things that I must accept and get over because it can show them to not be afraid to try and that everyone makes a mistake from time to time.

I teach programming. One of the biggest issues that i face is that there are students who just are not initially interested in the topic. What I try to do is show them how this seemingly odd topic will actually help them in creating networking scripts, making interesting websites, and of course we also take the time to make games :)

I felt that the most important concept out of this was the understanding of the different career goals and fears. What might motivate or demotivate one student would be completely different for another. Some students might be more interested in joining teams, working together, and socializing while others are only interested in getting work done and going on about their lives.