No matter how detailed that I often make my syllabus or assignment, students often have questions. I understand some instructors require their students to sign them to make sure they read them. However, I have heard that students are offended by this. I am curious what you have done to make sure students are clear about your expectations, requirements, and policies?

I am curious to find out what kinds of supplemental materials instructors have developed or acquired for their courses.

Though I may get mostly positive feedback, I always get the occasional one or two students who have issues with the class and/or my instruction. What do you think is the best way to address this? I have heard that this may be happening more now, because students are going through a lot of stress in this struggling economy.

I am a newcomer to this learning system. This is really great material...very helpful. I am also completely new to the forum experience. If there are any tips out there, I'd be greatful if you'd share.

Massage therapy labwork is the epitomy of tactile learning.

Addendums are instructor modifications to the Syllabi.

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.