Sally Ngoh

As future nurses, the students are going to be required to think critically; whether it may be on standardized test or with a patient.

Incorporating teaching methods that will allow the students to become skilled at critical thinking will be beneficial to them and to their immediate community.

I agree with all the above comments which have been stated by my colleagues.

Also, I think just being genuinely caring and empathetic with my students can go a long way to help to boost their enthusiasm.

I think finding some type of verbal evaluation

( without off course allowing the active students to overshadow the passive students) mid way through the lecture may be a good way to make sure that the students are re-engaged and re-focused.

I haven't had the challenge of needing to keep students refocused in a class that I thought recently as most of the adult students have  enjoyed sharing their work experiences that pertain to the topic that is being covered with the class.

I was blessed to have thought a human bio class to a group of students who worked as  CNA's, LPN's etc.

The class was full with laughter as each student could hardly wait to interject the lecture with their own experiences at the work place.

This created a fun and hyperactive learning environment.

This course has served to reinforce several aspects of teaching including "the human factor" which does play a huge role in student engagement during lecture.

I recently thought at a partly traditional but mostly non traditional student institution. 

This course has served as a re-enforcer to how best I can be of help to my students achieve the most out of the course that I teach. Also it has reminded me about the importance of how I can relate to them each as unique individuals with differing needs from each other rather than a group that needs to pass an exam.