邢唷��>� 
)+
���(������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������欹�q` ���bjbjqPqP 4:
:
Q I�������$(((8`l$ �����������������hd��s ��s s �������s �����s �����€惇V但h�
( ����0 �2� �2�2�,�"����������d��� s s s s $$$($$$($$$����
Top tips of the year for teaching adults Survey, then share results to reduce stress 揑 have used a very informal survey to find out where student抯 strengths and weaknesses are in subject 慩.� After I take the survey, I immediately share the results with the class. This informal survey allows frightened students to see that they are not alone.� � Mike Periclakes Take longer with directions 揟he longer I teach, the longer my directions become, and the more detailed. It is amazing how many times directions, that you are certain can抰 possibly be misunderstood, are horribly, to the frustration of all.� � Bruce Jones Detailed expectations reduces stress 揑 try to reduce the stress by being as detailed as possible in explaining the expectations for the course. This way they are well informed as to what comes next and they seem to relax. They are no longer wondering what they have to do for the course and when.� � Emily Lane Show not one tiny bit of negativity 揑 learned long ago as a leader that the people I interact with reflect my mood and attitude. If I am upbeat and positive, the students come around to my way of thinking. IF I show any tiny bit of negative attitude in the first couple of minutes, the rest of the class is a struggle.� � Charles Bohe What can you do now? 揥e as teachers usually focus on what needs to be learned. At the same time, I periodically ask students to reflect and tell me 慦hat can you now do (know, understand) that you didn抰 just a week (month) ago?� I know we tend to dwell on what抯 not working, and that抯 understandable! But at the same time, we need to learn to look back and applaud what抯 better!� ( -- Mary Dereshiwsky Name one confusing thing 揑 learned the one-minute survey and like it. Especially good for difficult material. Ask the students to anonymously write one thing that confused them. 揧ou can collect the one-minute surveys and, at the beginning of the next class, go over the topics that students found most confusing. 揟he anonymity increases the number and variety of questions. Another version is to ask them one thing that they enjoyed. It is also fun to see what they found exciting/interesting.� � James Backer Have them bring in music 揑 encourage my students to bring in their own music. Anything is fair game except vulgarity. Everyone gets a chance to play their favorite music during the lab portion of class or during breaks. I have found that some students can be distracted by some kinds of music, so all music is played softly and students all know that anyone has veto power over having music played at all. It works out well.� � Dean Farwood     LERN Magazine | 2006 Special Report: Teaching and Learning )*V��q � r � ��� ~����QRTUWXZ[]����磬亦揉亦亦亦亦膏亦亦ΒΒΒΒ晳⑧h��h1i�h1i�OJQJ^Jh��jh��U
h��OJQJ^J jJ�h��h��OJQJ^Jh1i�OJQJ^Jh��h��5丱JQJ^Jh��h��OJQJ^J#h��h��5丆JOJQJ^JaJ")*Vp q � q r � ����� ������QSTVWYZ����������������������������
$
a$
gd��Q�

Z\]����������

21恏
:p1i�靶/ 班=!盃"盃#悹$悹%�靶靶愋�
�@@�@NormalCJ_H
aJmH sH tH DA��DDefault Paragraph FontRi��RTable Normal�4�
l4�
a�(k��(No List4@
�41i�Header  ���!
4 @

41i�Footer  ���!
� ����)*Vp
q
�
qr������������Q S T V W Y Z \ ] � � �0€€�0€€�0€€�0€€�0€€�0€€�0€€�0€€�0€€�0€€�0€€�0€€�0€€�0€€�0€€�0€€�0€€�0€€�0€€
�0€€�0€€�0€€I�0
�I�0
�I�0
�I�0
�I�0
€I�0
�I�0
€I�0
�怈0€€I�0
T� HHHK� Z� ���7

魕�8