Professors – Dealing Positively With Common Problem Situations

Regardless of the demographics of your college or university students, consistently encourage, in a positive and non-judgmental manner, self-direction and responsibility in all students. In recent years, our society seems to have fostered–in both overt and tacit ways–a sense of victimization among those who face challenges. This has had an impact on many students and they will judge your standards and procedures accordingly. Be intellectually prepared and consistently willing to share quietly why it is in your students’ best long-term interest to rise to your high expectation of quality in their assignments and examinations. While they will often dispute your words initially, most will finish the term thanking you for pushing them to turn out their best work.

Some students, especially those with low self-esteem or who have experienced especially difficult histories, will challenge your best-intended words as discriminatory. At such times, you will be buoyed by working diligently and deliberately to proactively build your understanding of your students early in the course. It is critical that in preparing each class meeting that you think through your words prior to addressing topics which have a gender, racial, political or related sensitivity, so if challenged, you can accurately share exactly what was said.

Given the nature of your students’ lifestyles, you can assume some common problems: tardiness, absences, being ill prepared for some examinations, occasional lack of focus and perhaps others. By this time, you have no doubt come to realize their inevitability. Rather than becoming upset and taking punitive action, I suggest you plan for these situations and build solutions into the design of your course.

For example, since students will occasionally be late due to work or family obligations, do what you can to minimize the impact of their tardy entry into your classroom by reserving a section of the room for late-arrivers. Should you find several weeks into the course that the overwhelming majority of the class is a few minutes late, you might enlist the class’s help in finding alternative solutions that will allow everyone to learn the content and experience the class fully.

We have always believed that when an effective learning environment is established in each classroom, absences and other student motivation problems largely take care of themselves. While there will always be a minority whose behavior is inconsistent with your acceptable standards, it is critical not to punish the entire group of students for a few students’ actions. The key is timely, unemotional, and frank confrontation of the problem. Ignoring the problem, hoping it will “fix itself” will, as in most other arenas of life, lead to unsatisfactory results. From the first class meeting, it is critical to demonstrate structure, establish your standards, reinforce them through consistent behavior and take action promptly when warranted.

Professors – Using Student-Driven Learning Methods – Strategic Use of Experiential Learning

For decades, vocational institutions have placed students in internships and externships, i.e., jobs in actual work settings, to link course content to the demands of the real world. Many can attest to the learning value of those experiences and to the accompanying opportunities that they provided to make valuable career-building contacts. This article, briefly introduces experiential learning, which includes not only internships and externships but also fieldwork and service learning. In all of these experiences, students direct their own learning outside the classroom, although you are the instigator and potential ‘framer’ of that learning.

Since the late 1960s, when student idealism led to the demand for increased relevancy in higher education, various types of experiential learning projects have become a significant part of the curricula in many discipline areas. Experiential learning is highly motivating to many students and offers them a rich opportunity to develop the higher-level skills of Bloom’s taxonomy. It has the potential to change students’ perceptions of their communities and their roles within them, and it assuredly helps participants make informed career and lifestyle decisions. As this new administration in the US comes into power, it is very likely that increased student involvement in communities will be encouraged and even, expected.

Service learning one of the newer movements in higher education and holds significant promise for a number of fields. Service learning exposes students to the needs of the larger society, engages them in addressing those needs through community service, and connects what they learn in the classroom to real-world conditions. At its best, service learning is a powerful teaching method that allows students to reflect why such conditions exist and what their democratic responsibilities are in addressing them. A study by the Higher Education Research Institute comparing service participants with non-participants showed that participation in community service positively influenced every one of the thirty-five measured student outcomes, which fell into the broad categories of academic development, civic values, and life skills (Astin, 1996).

The challenge with experiential learning lies in ensuring the legitimate role of each experience in achieving predetermined learning objectives. While students will value the independence and the personal satisfaction they receive from it internships or fieldwork, we must strive to ensure what they learn is transferable to an even wider arena. Thus, the instructor must not only select learning activities carefully, but also build reflection and analysis into the experience.

If you plan to include experiential learning projects in your class, a tool that you should strongly consider using is the contract. This is a written document signed by you and by each participating student. Generating a contract (although you may choose to use less legalistic terminology) generally involves a three-step procedure:

  1. Develop the parameters of the experience. These include the product that you expect students to generate (e.g. a reaction paper, a journal, a video oral report), its evaluation criteria, and related logistical requirements. Provide a printed copy for each student, along with a list of possible topics.
  2. Create proposal form that students will submit for your review before actually beginning the experience. This form will give you the opportunity to provide direction and minimize the chances that the experience will be nothing more than wasted time.
  3. Return the proposal, along with your comments, to the student. At this point, the proposal becomes binding, as it were. That is, for a certain body of work, submitted according to stated time parameters and performance standards, you agree to award a particular grade. Note: Pass-fail is not an uncommon framework for this type of ‘assignment.’

You might want to consult with others in your department prior to finalizing the agreement to ensure that it meets commonly accepted standards of your situation. Even after you have determined their value to students, fieldwork experiences need to be examined for their impact on the overall curriculum and the goals of the department and institution.

Faculty members who choose to involve students in service-learning projects need to develop ways to combine service to the community with student learning in a way that improves both the student and the community. Doing this effectively takes time, effort, and knowledge. A growing number of campuses are offering workshops and support for faculty who want to take advantage of this learning tool.

Kim Lyons Fast Track To Fat Loss Review

When I first read about the Fast Track to Fat Loss program by Kim Lyons I thought that it would be just another celebrity diet which is based more on reputation than on actual quality. Once I got a membership to try the program out, I knew that I was wrong. It was quite clear that a lot of work has gone into making Fast Track Fat Loss a program that delivers a lot of content which can help people change their body and their life.

There are three things about Fast Track To Fat Loss which I like:

1. Support

When you begin using the program, you get teamed up with a personal trainer. This is your contact person and he or she are there to help you with every question or issue that you have. Having this kind of support and being able to turn to a professional with any issue is powerful. It is also one of the main things missing from other diet plans.

2. A variety of resources

Fast Track to Fat Loss provides a lot of content and value. You get a variety of workout videos, recipes, nutritional software, goal setting and motivational guidelines and tips, software to keep track of your progress, and a lot more to help you lose body fat, get fit, and improve your nutrition and health.

3. You can create your own plan and routine

Unlike most diet plans and books which provide you with a general program you need to follow, with Fast Track to Fat Loss, you can create a routine which is suited to your lifestyle, habits, tastes, and goals. The program provides several online tools to help you desing a workout and nutrition plan which is personal so there’s a greater chance you will like it and stick to it for a long time.

The one problem with Fast Track Fat Loss is that the website does take some getting used to. As there is so much content, it will take a bit of time to learn how to use the site and find your way around in it. You probably would have managed to lose weight with just some of the tools it provides.

Overall, this is a solid program which can give you everything you need to lose weight. If you’re looking for a plan that you can make your own, this is a program worth using.