Donald HeideCHEP

When teaching a course in learning a certain software, I find that redirection is commonly used when answering a question. For example, if I ask a student, "Give me four ways to zoom in and out of your page on the computer," most of the time I get two to three correct or semi-correct answers. When this happens, I address the issue at hand, then ask another student to add to or finish answering the question correct.y.

I find my management style differs depending on what classes I teach. Certain groups of students may need a totally different management (lets say a software class) style than someone in a more hands-on traditional class, such as drawing.

I have found autonomy to be successful in the classroom within the right parameters. It is good to give students an adequate amount of control so long as it is implemented in an educational way and the student learning outcome is successful.

While teaching a class, I constantly try and involve the student in the learning process. For example, while presenting a demonstration, I have the students follow along on their computers, thus giving them a hands-on learning experience instead of watching and listening the entire time.

I agree. When a student misses an exam and has to make it up. I either give a different version or make it an essay test. This alleviates the worry of possible cheating.

Since students learn at different levels, it is important for instructors to realize this and set aside some time either in the class or after to work individually with certain students who have problems retaining information or who are trying to keep up.

Over the course of teaching the past 11 years, I feel that visuals are extremely effective for learning. They help in retention of information and allows the instructor to repeat by "showing" how things are done.

Depending on various degrees of learning in the classroom, I usually show a demonstration and later work one-on-one with students who are still struggling.

To help assist the student to retain the information taught, I use visual examples and repetition. For example, when I am teaching a software class, I show them visually how something is done, repeat the process, then have them do the procedure on their own. Doing this in stages helps the student learn better without being overwhelmed.

While teaching students the same material and having them do the same projects, there is always a difference in how students learn. After demonstrating certain functions to the whole group, I then work one-on-one on certain students who may need that extra push, usually with the same outcome at the end of the term.