Bit confused by some of the descriptions of boomers growing up distrusting authorities and being instructed to distrust banks and other institutions yet the is generation is also considered more optimistic.

I have one particular student is very personable and likable to lack any and all motivation. How can I reach out to this student without offending?

I recently was leading a class with a student who has displayed signs of ODD both in and out of the class room. This student was involved in a verbal argument with an other student. I'll likely be working with this student again in the coming semester and I am very hesitant about accepting a teaching assignment with this student. Any thought about how to proceed without jeprodizing my adjunct position?

I recently was leading a class with a student who has displayed signs of ODD both in and out of the class room. This student was involved in a verbal argument with an other student. I'll likely be working with this student again in the coming semester and I am very hesitant about accepting a teaching assignment with this student. Any thought about how to proceed without jeprodizing my adjunct position?

One of the highlights of demonstrating the latest in digital filmmaking technology, is bringing in vintage and still quite functional but antiquated film cameras that demonstrates how the latest cameras still owe a great deal to this older technology. Many of the younger students just cannot get their heads around that at one time in the far and away past (5-7 years) a camera operator had to thread a celluloid based strip of plastic through a heavy block of iron to capture images.

As a professional in the film industry and as somebody who relishes working with the camera, meeting that certain group of hungry new students for the 1st time is something I will always cherish. Two semesters ago-- the fall of 2012, I was greeted by 12 hungry wannabe filmmakers who were ready to take on the industry. This enthusiasm has not lead up and now we are together taking Camera 2. Some of these students have grown so much that they are already taking on their first professional jobs.

As a first year instructor, I have been somewhat limited to using the existing syllabus for each of the classes I am teaching. This method somewhat limits what my world experience in the field has taught me and constrains the creative solutions that I have gained through on the job pressures and problems. Can anybody offer advice as a workaround to this dilemma?

One of my favorite groups of students, who will be working with me until they are seniors, are a large and very motivated bunch-- the LOVE filmmaking... but they are very "energetic." I have no desire to try and stifle this energy, in fact I want to encourage it. But classes can get very loud and disruptive. I need to get a grip on these students but still maintain that level of energy and passion.