This course is excellent for New Instructor Training or remedial training for Instructors challedged with classroom issues. If the last 2 modules continue with the good info as the first 2, ED106 may be a course I would incorporate into NIT.

I have had the opprortunity to teach in a gen-ed class this phase and have had to change my mode of thinking from the dental profession to a pharmacy technicians approach. It has been helpful to, on occassion, take a step back and view things as how it would be pertinent in THEIR profession before presenting it. It makes class more enjoyable if you can use analogies that they could possibly encouter or problems they will eventually have to solve in the field. I enjoyed the section of module 4 that gave more ideas about how to make each course relevant to the student. This IS where creativity comes in to play and as an Instructor my abilities can be put to use. I liked the idea of remembering back about our schooling and playing off of what worked well for us. SIMPLIFY SIMPLIFY SIMPLIFY...you can be amazed at how much students can quickly pick up on when you give them EVERYDAY analogies and experiences rather than fancy textbook answers to real-life questions.

I enjoyed the section of this module on first impressions and "show time". I am a firm believer in the importance of "the first impression". I also believe that you teach people how to treat or respond to you. If you allow disrespect...they will desrespect you and vice versa. I liked the suggestions about always arriving early and making sure that things are ready to go when the students first arrive. Preparation shoudl not begin right before the students arrive or after the fact. You create ideas about yourself, preparation, and ultimately questions about your ability as an instructor if you are not prepared and on time. It may also be hard to teach students about deadlins and the professional world if you are not able to meet deadlines and act by example. We are models for these individuals and we need to always be ready, copies made, a back-up plan outlined...and so forth by.."show time".

The student who does well in the traditional classroom may not do as well in hands on environment. And conversely the student who does well with hands on may not do well in the traditional written word learning. I have a graduate who stumbled through the lecture and written work aspect of my classes. She later told me she reads poorly and is having trouble keeping up with her 4th grader. She did very well in the lab aspect of my classes. And her personal attitude and demeanor was of a caring, gentle person. She passed but always felt as if she needed to work a little harder than her classmates and her self-esteem suffered. She is employed and is a great team member!! How could I build the confidence of learner who is a tactile person?

Since the attention span of most adults is in the 15-18 minute range and as adults we generally only remember about 25% of what we hear and as adults we normally only retain 40% of what we read, I have found that learning by doing works great, especially for a profession that uses motor/hand skills as part of their job. I have found that I can talk for an hour about the sequence of a procedure and many times I get this blank stare back from some students. But once I take them into the lab and do a demonstration (learning by observation) and they see things and feel things with their own hands (learning by doing), I can see the “light bulb moment” happen. They then begin to take the message from the lecture and the sequencing of events starts to happen. I know that I need to have the lecture portion of the lesson, but I really love getting into the lab and letting the students get to understand what we have been talking about in class. Many of them come to me and say, “I finally get it!” I had one student that just couldn't understand concepts in lecture no matter what the subject was, but she was an ace in the lab. She could take a concept and apply common sense and some of the lecture that got through and do a lab procedure better than any of her fellow students. We got her through the didactic by a thin margin, but her lab skills got her through the rest. She is now successfully employed doing the skills that she learned and is a valuable asset to her employer. My question would be how others work with students who have a lot of trouble with the book learning, but are very good at lab/skills.

I have a student, Marian, and she is frustrated. During a discussion with her I discovered that she was not accustomed to following a syllabus and turning in homework. She is also concerned that testing will be a problem. I have a syllabus and stick to it as closely as is possible. Deviating from it slightly can happen but following it gives a sense of structure to the student. I discovered that an instructor was not using her agreed upon syllabus and was not collecting assignments or giving tests as was agreed upon in department meeting. My classes are fed into by students who are now experienced learners and should have a base of knowledge to build on. This was not happening due to the instructor's deviation to established syllabus and course requirements. This student and others are very behind in knowledge base as compared to students I have during the other class times. Am vs pm. I now have a group of students who have a good basic knowledge and are ready to learn more and I have group of students who do not. My question to others is how do I, in a constructive way let this instructor know the importance of syllabus and sticking to it?

The course syllabus is an important part of understanding what will be expected of them and when things are expected to be completed. By following the syllabus and not deviating greatly from it, you will have a class that feels comfortable and they won't have to worry about things being thrown at them at the last minute. We had a situation at our school where the same class was taught in the day and also at night, but by two different instructors. It was expected that each instructor follow the syllabus and not deviate from it, however one instructor started creating a completely different time schedule that did not follow the syllabus. After a time the students became very frustrated because they couldn't plan for the future and they had only a short period of time to know when things would be due. The instructor would say that something was due on a certain day, but it was listed on the syllabus that it was due either before that time or after. The students were getting anxious and frustrated with no plan for their learning. By the end of the course some of the material on the syllabus was never covered because the instructor didn't follow the syllabus or plan for the deviations from the syllabus that she created. During a department meeting it was decided that all instructors would follow the syllabus as printed and no major deviations would be allowed. We now have no problems with getting the entire material covered and the students are not frustrated as they once were. Going over this material is imperative at the beginning of the course. We have the student sign a sheet saying they have read, understood and will comply with the syllabus and course materials presented. Does anyone do anything differently or add anything else? I am always interested in finding new methods of what is sometimes considered boring material to the students.

My classroom is mainly hands-on skill development, including but not limited to how and why we communicate with the raw public. With this in mind my goal is too give them insite to what could happen but also why these things could happen as well as the skills to do their jobs well apon course completion. My course outline gives each student knowledge of what we will be dicsussed and how much time we will have to learn hands on. This outline enables me to provide each learner with opportunity to gasp and master skills needed in the workplace. Yet it can provide the learner with the comfort of insite to what is next. With my part of the program being mainly hands on I can have trouble with the less confident student and bringing them out of thier shells. I typically use possitive renforcement but can, at times need more. I would like and need suggestions on other ways to encourage this hands on learning, any ideas?

I like the idea of classroom assessment techniques and the examples on the web link. Is there anyone out there that may have more examples they could share?

as software packages become more sophisticated, how does one determine: how much should be taught is more academic arguement vs practical use?

In a technical setting, how does one motivate the student to be less ridged in their thinking?

Objectives and goals should be a part of every department, class or course taught. Writing clear objectives and goals will ensure that the student learns all that is needed in the subject area. Without objectives and goals, there is no clear direction for the course to go. In addition the objectives have to be specific to support the goal. A broad and general goal will mean little without detailed objectives in place to ensure achieving the goal. Instructors who write broad goals are not doing their students any favors without specific objectives to support how the goal will be achieved. I like to use objective and goal writing for my students personal lives as well. Many have goals they want to achieve, but have no way of knowing how to go about making them a reality. By showing them how to determine or write objectives, they now have a step-by-step plan to follow to achieve their goals. When they achieve one of their goals they are so motivated, they are ready to tackle others and to add others to their lives. I love helping students this way!

I mostly teach math based courses such as quantitative methods and statistics. Lectures for these courses can be very dry. I try to break them into short segments and then go on to some other activity such as a hands on problem solving exercise. We use Excel as the problem solving tool. After lecturing on the content, I will have the class switch over to Excel and I can walk them through the steps necessary to solve the problem. During this phase, I make it a point to move around the classroom so that I can interact with individual students.

I agree that first impressions are vitally important and begin the minute the first student walks through the door. I always arrive early on the first day of class to see that everything is set up the way I want it and that the media (computers, overhead projects, etc) work. This semester I am teaching a class that I have never taught before. Therefore, I spent the winter break making sure that I had everything ready to go when the first day of class arrived.

I have found that students are typically very interested in how their work will be graded. They will spend as much time discussing this during the first class meeting as anything else. I, therefore, include a fairly detailed discussion of the grading system into each syllabus.

This is probably a question that has been debated many many times, but here it is. To what length should an instructor be expected to travel to keep a student from dropping out of school? This question has been a large part of my thinking for a while after I expeirienced some things I feel were immoral and unethical.

This can a very difficult area for many students. sometimes they use inappropriate language in the class room. On the other hand they can be offended when the instructor does so. I have had students comment to me on other instructors use of rough language in the class room. The consensus (at least from the ones that I have spoken with) is that they not only find is offensive, but that they recommend other students to stay away from these instructors if at all possible. We, as instructors must always remember to conduct ourselves as professionals.

Modeling behavior is an important part of the instructional style of an instructor. I have had students come on the first day of class in attire that was far from professional, speaking in slang, hygiene not acceptable and using profanity. The second day of class I came into class in ripped and dirty clothes, my hair all over, chomping on gum, dirty hands and face, and an overall appearance of "a mess". The students sat there in awe. As they say, "a picture, or in this case a visual, was worth more than a 1000 words". I then explained how their outward appearance has to be professional if they want to succeed in a profession. I asked them to write down what they thought of me and my appearance while I changed into my professional attire. We discussed how their attitude changed towards me. It was an eye-opener for most of them and it changed some attitudes rather quickly. Does anyone have any good ways they have used modeling?

Technical, Professional and Personal I thought the three major competencies interesting. Personal competencies are to be used when a students skills are accessed and the instructor uses these inate personal skills to facilitate maximum learning. One experience in the classroom is finding a ability that translates into patient care. This skill set in one students case was to be calming. I decided that to a student was very frustrated and needed that approach. They made a great team and perfomed well together, one feeling helped and one feeling helpful. Can this also be used when trying to motivate?

I cannot live without my course outline! It is critical for both my success and the students throughout my classes. Each student appreciates a "blue-Print" or master plan for the course from the first day. I can tell how much they appreciate knowing in advance what is expected of them....it gives them a physical document that will walk them through my course as well as show them all that they have accomplished. However, I would love some input on what one does when Holidays, school closings, etc. interfere with the outline resulting in "cramming" of material to make up for lost time. My students tend to become frutrated and defiant when we stray from teh "outline" at all. How can I use a Detailed course outline while leaving room for unexpected field trips and labs, etc?