WHEN MEETING THE CLASS FOR THE FIRST TIME I FIND IT FUN TO GO AROUND THE CLASSROM ALLOW EACH STUDENT TO INTRODUCE THEMSELVES,SAY WHERE THEY ARE FROM AND ASK WHT THEY CHOSE THIS CAREER.

Hi all,Have found that even when told to do so in advance that most students will not do reading assignments.That is why I will begin reading the material aloud myself first for a few paragraphs than have the students pick up and read aloud at least one paragraph each until the entire chapter is read aloud in class so no one student can say "We did not cover that in class."Seems to keep them involved even if they would rather not be.

Often times it feels like I'm back in highschool, but looking through from the other side of the glass. I see what my mistakes were, but the only problem is that I'm dealing with adults twice my age in most cases.

When your students fall asleep during lecture, despite all of your attempts to keep the conversation interesting and active, then you know that it is time to draw the line. How would you approach that student to let them know that what they have done is wrong, without letting your frustration get the best of you?

At the Career College where I work, our Culinary Arts Department has the lowest retention in the school. I am afraid that many of the students decide to come to our school because of the way our profession is portrayed on television. Once they begin school, they are hit with a dose of reality and think twice about continuing. My question is, how do I let my students know what this industry is all about while at the same time keeping them motivated to continue in the program?

The Pygmalion theory hit the nail on the head. So many times instructors predetermine the student performance without giving them a chance.The belief of what others adn yourself can do is a powerful tool when managed properly.As a manager this is a theory that requires constant attention.

I find it fun and helpful when lecturing on a subject that is completely new to a class to try and relate the new subject matter through an analogy that the students already understand.

While giving a demonstation to the student even though it is visually stimulating how do I keep interest for more than 15 minutes on an hour long demo? Erin

I loved this particular session of this class. Not least because it redeems virtually everything I do in the classroom every single day. And am often criticized for... right up until the industry standard certification tests. The one PROBLEM area I have has to do with lighting. Personally, I am a proponent for dimmer lighting for the reasons that follow... Most institutions use flourescent lighting NOT in the preferred spectrum for the simple reason of cost effectiveness. In my experience though, I can retain more attention and alertness by leaving the overhead flourescent lights off or using one or two banks of them and using the light from CRTs or the lights from another room through the windows and open doors... or table lamps, reading lamps etc. And varying the lighting to direct attention for maximum effectiveness. One of the reasons this probably works for me though is that I do integrate music, color... overhead projection... and my own... er... ENERGETIC personality, not to mention stimulating wit. Oh... and I make it a point to call each person BY NAME a minimum of three times in a given 55 minute instructional period. Note that I am not necessarily asking them a question... in fact, USUALLY am not asking a question. But, just SAYING a persons name will focus their attention in a way that nothing else can. On the other hand, I am perhaps blessed in that I am the only instructor to use that particular classroom and I have a relatively small population density. As compared to a 300 seat lecture hall that is shared between an entire department. So, I have a little more flexability than some others here may.

When my students are doing practical application for 8 hours how can I continually keep them motivated and on task?

How to make them readable without being too vague or too indepth.

As a court reporting instructor, how can I motivate my students to practice more?

This is by far a great module the understanding of learning styles is something that will always give you the edge

I have always thought that it is a win win situation when I can have students do a puzzle or word game to help them learn new material. It is kind of like tricking them into learning, before they know it they learned something new despite in some cases what appears to be their best efforts not to. In the past I have used basic puzzles like crosswords or word searches. The more advanced games that this topic discusses intrigue me and I would like to develop a game to take the place of lecture. Do you think it is possible to replace some lecture time, in a one to one ratio, for concepts like ohms law application or lessons on engine management component identification? Not having played the games listed are some games better suited for some types of learning verses others (like concepts verses component identification)?

Gary, What techniques do you feel are most effective to keep the interest level high?

I have found that the use of field trips can be a very helpful tool in instruction. They can actually help the students make contacts for possible future employment as well as provide insight in to how various task are performed.

I have found that many new instructors when making tests & quizzes get into an us vs. them mentality. They use a test as a way to compete with the student rather than to assess their ability to convey the information and the ability of the sytudent to apply it.

We have found in our programs that employers continually state that while they appreciate the high level of training our graduates recieve, they appreciate even more the graduates ability to be a good employee. One that can communicate effectivly, write legibly, be on time and work as a member of the employers team.

I have found that introductions by the students places them at ease and allows some of them an opportunity to express themselves. Some are working in a similar occupation and this opens the door for further discussion on the importance of the class.

I feel it is very important to keep the student focused on goals. This will allow the student to realize why he has decided to come to school in the first place.