I'm seeking some advice on how to recover from a rocky start. I was hired to teach a new class for me (and one that includes some new technology) just three short weeks before term. I got sick, got behind, and then life hit with full force! I'm scrambling to keep up, let alone keep ahead. The events happening in my personal life are affecting my ability to plan, prepare, and deliver. What advice can you give me about how to recover in the classroom? In the future, I may be able to use this advice to help a student out as well. Thanks.

I use extra credit to get students to do things that I want them to do. For example, I like discussion assignments (I teach online) posted by Wednesday, but our school has a standard requirement that discussions are due on Thursday. I give students 1 point of extra credit for posting by Wednesday and 2 points for posting by Tuesday. The maximum a student can get in a 12 week quarter is 24 points, which will not change their grades unless they are really teetering on the edge of the next grade. Most students will go for the extra point, though, and I think the earlier postings yield more discussion activity. I do not let students do extra credit at the end of the quarter to bring up a low grade. I don't like to see extra credit as a substitute for learning the required material in a course.

I find that if I always start class with an mini-energizing activity that will reinforce learning objectives for that day, the students get focused and energized! I continue these activities through out the class and am able to create a great learning environment that is fun and condusive to learning.

I've never had a cohort group in my classes, perhaps because I teach general education courses. What are other peoples' experiences with them? Positive? Negative?

I find that short lecture session interspersed with hands on activities tend to keep students attentions on the lesson.

Great information on preparing a syllabus. I find that the syllabus is a great outline for the students.

I teach Medical Assisting and Medical Administrative courses. My style is to mix it up in the classroom. I do this by making sure that every class period is a mix of lecture and practicing skills, or perhaps playing a game to review for a test. This keeps my students interested and focused during their class periods. I get a lot of students telling me they like this mix.

Planning ahead of class time is so important. I need to be a good model for the students and being on time is critical not just in class but on the job as well.

I find I am really enjoying the professional development courses. I am getting so much positive information.

How can I improve after a bad first time impression?

I'm curious whether many of you use icebreakers only on the first day of class, or whether they are a recurring part of your curriculum. I find that it depends upon a number of factors, including the size of the class, the personalities of the students, and at what time and how often the class meets. The subject matter can also be a factor. For instance, I taught a once-a-week speech class last quarter, and I included short icebreaker activities in nearly every class session (I felt this was especially appropriate for speech because knowing more about their classmates would help the students to become less nervous about speaking in front of them). Any thoughts?

It's so important to learn something personal about each student. It makes them feel comfortable in class, and give you a connection. The students know you care when you take time to learn something about them; therefore, they will be more motivated to learn from you.

Should be upgraded to follow technology in a practical setting.

Is best taught through hands on demonstration and practical skills.

I have been at this (teaching) since 1988. It is difficult to say that one can or will become the perfect teacher. All one can do is progress at their pace and do what is necessary to introduce the concepts, ideas and material. With reflection, a teacher can see what they are doing wrong or right and build on that, then move forward with your insights on teaching. In time a teacher will find out what they are doing is productive and will help the students. Even after all this time, I haven't perfected my style of teaching, and even I learn from my students every term what I can and can't do in the classroom. To all new teachers- and even old vets like me- take time to develop your craft and carpe diem.

What's been your biggest challenge as an instructor and how did you meet it?

I find when demoing a technique for massage, that most students are so caught up in the hands moving and most seem to miss out on body mechanics. So, afterwards I have another student perform the demo as I did and I have the students only watch the body mechanics...This way the student is able to practice the motion of the hands without judgement and learns both good and bad body mechanics.

I think one of the hardest thing for instructors is trying to figure out whether to be an unattached authoritarian or a pal to students. It's hard to not care about students when you are trying to motivate them to do their best. It's easy for students to want to tell you everthing that is going on in their life some times to explain the reason why they are late with assignments. How can you come up with a balance?

When you are going through a bunch of material on the first day; the students are sometimes a bit overwhelmed. In order to ensure that they each understand the most important parts of the course syllabi or policies; I have them take a quiz on the material. This quiz is not graded. However, this will let each student what they need to pay attention to.

I have proven it effctive to use games for content review with the students. It tests their knowledge while having fun.