I already use this with my students in my courses.  I want to motivate students and have them participate in the discussion and activities, so I keep a positive attitude in my responses.  If they are off the mark in answering a question, I redirect them.  What I will consider more is the autonomy necessary in adult learning settings.  Adults like autonomy and to make choices in their learning.  I can create additional learning activities in order to give them choices in what they like to learn.  

I think we all could use some healthy stress coping mechanisms.  I know that as a professor, I love what I do and I enjoy helping my students learn, however there is stress in all jobs.  More classes to teach, more students, and more projects.  I find that this module in CHEP came at a great time for me.  When my company expects us to teach even more students and classes.  I will use these techniques in my my job but also share them with my students because as nurses, they really need to know how to manage stress in… >>>

I went from being totally available to work anytime of day and any day of the week to a very strict schedule after becoming a parent.  I feel that after reading this module, I should be more upfront with my manager about a stress from work.  My manager is very open to personal issues. 

I think the email checking and responding really hit home.  I currently am alerted to any work emails immediately.  And I usually respond immediately to my students or coworkers.  It leaves me constantly connected and working.  I like the idea of checking once a day.  That seems like a good plan for me.

I am glad they included a section on stress management in this course.  I do feel that teaching is a wonderful occupation and I truly enjoy it but it does come with additional stress due to having to manage all the students and responsibilities issued from management.  I find that lists have been a way of life for me.  I keep a list on my phone of things to do.  Instead of highlighting them and assigning them a priority, I give them a due date of when I need them finished or when I will start working on them.  It… >>>

I thought this was helpful and it was something I don't really do in simulation.  We don't have a lot of support material for our students due to the nature of the simulation.  However, this makes me think that I could incorporate some pre-work prior to my simulation sessions to see if that is helpful to the student's learning.  This does apply to me when I teach simulations online, and I need to offer more support material to students to supplement their learning.

I really understood how to develop my lesson plans from the objectives after reading this course section.  Then use what I developed, and further break down the instructional objectives.  The instructional objectives are very specific.  I have read course objectives before and tey are very general.  Now, each lesson plan I create, I will have very specific instructional objectives.  I will share these with the students so they can anticipate what they are learning, and why they are learning it.    

I think lesson plans really help you with teaching the courses in an organized fashion.  I have just started doing this when we switched from in person learning to online and I found it to be helpful.  Also, keeping extra activities ready to use is helpful.  Some classes get through the material very quickly and I need to have additional activities for them.  I can also review the lessons plans if they are documented and make the necessary changes.  

This is helpful information on how to help students with learning disabilities.  Giving them more time can help students with dyslexia.  As far as I know, you can't discuss the disabilities with students at my institution.  So I am slightly confused with this information.

Using groups can benefit student learning.  I need to make sure the groups are manageable and there is a fair distribution of work.  Also, I should ask for feedback from the students on how the difficulty of the assignment.