Gary Dufner

This past year my school changed their series of books we use. The new series of books have all the answers but don't teach the course like I'm used to, the older books had a tutorial that ran through them. So I teach out of the old book, but refer to the new book when there is something of high importance I want them to remember or use.

I use 'Examview pro' which I believe is now http://www.einstruction.com. I set up my own multiple choice questions for tests and put them on my web site for the class to take exams online. the grade and which answers they get wrong goes right to my email for easy grading :)

A lot of them don't take designing their projects seriously. I tell them to look at designs that are like the one they are working on and they will have a better feel for what needs to be done. But 80% never take the time to do this. Then I show them what I mean and they get it, but they still don't implement. The students finally do this, and have a successful piece of work but by this time it's usually too late to hand it in.

and I connect better with all my students better because most of us artists have some form of that kind of issue. When I tell them I struggle everyday with trying to type correct words or remember a word when talking they can totally relate.

That's the way Bill :) It also motivates a few of them into actually trying to do better. Yesterday one of my students said she was a bit intimidated when I stood next to her while on her computer, I reinforced to her and the students that I'm just monitoring everyone making sure they're 'getting it', and that I'm there to help not intimated. It's also good to stand between 2 students that are always talking, it shuts them up quick without saying anything :)

Yes i spelled both wrong for a reason, I have Dyslexia in that I reverse my letters and numbers when I write or type, it goes into the brain right but doesn't come out 'right'. I have to edit myself all the time. I also have Dysnomia it's hard for me to remember names unless I've seen that perons many times. So I know about learning disabilities and can relate to those students easier.

The last 2 terms I've had a Spanish woman in my classes, she is the nicest person but doesn't 'get it' sometimes because of the language barrier, and I would try to make my instructions as simple as possible, or show her how to do the task, or ask another student to help her that I thought was good enough at the task already.

So it's good to know why I would put students into a group, and what i would look for in order to make the group diversified.