Is there ever a time where you can be too "fair and caring?" What does one do with those students that come up with every excuse in the book when turning in late work?

I have a student that gets set off on every small thing(including anything less than 100% on her coursework) and of course everything and anything is the instructor's fault. Any tips on this issue?

Participation is the key to a vibrant class. Each class has it's own characteristics but they all become board if we do not refocus ourselves, our delivery and the students participation methods. One day for terminology we might play hangman and another day Scrabble using only industry terms. The focus and refocus must be on satisfying the student needs in the most efficient effective and participative manner possible.

In college psychology, many years ago, it was said a person cannot motivate another: one can only introduce a stimulus into the environment for the subject to be motivated by his/her own value system. Motivation therefore is an internal process. I have found this to be true. While we all may have shared motivational triggers as others we respond to ours and ours alone. If I have little use or care little for external recognition then introducing it into the learning or work environment will have little or no affect on my efforts. However if I crave recognition by others offering the opportunity to achieve it will affect my efforts greatly. So to "motivate" a student is then to know what the student craves, desires or considers important to him/herself. Then introduce it into the learning environment. Since we all have differing motivational factors multiple stimuli must be presented to a class.

Some of my students bring inappropriate personal anecdotes to the classroom. This can create awkward moments for the other students, as well as for me, the instructor. It can be difficult to set boundaries, but is sometimes necessary.

I found this to be a confusing term. The word looks like a noun, but the purported definition doesn't seem to agree.

I found this section interesting. I initially posted the name of the top student after each module, but I received many complaints from students who were discouraged that their name hadn't been listed. I had to discontinue the practice.

I have a deaf student who gets very frustrated because she feels that the other students don't take the time to understand her thoughts and opinions regarding the subject matter. Any tips?

The students really come to rely on the Instructor for advice, coaching, mentoring guidance, and so on. I think this is great! My only question is how does an Instructor balance the strict class objectives, and expectations with the human / compassion side? In other words, is it ethical to make acceptations for one student because of the awareness of an issue that is weighing on them, but not for another student? I personally try to weigh this in each instance, but never want to make acceptations “For the sake of retention alone”

After reading some of the posts I see a common theme of student peer groups coming together to help one another. I wonder if a student council could contribute in some way to retention. Maybe through organized mentoring, peer support, outings etc. Seems like there is some opportunity here, any thoughts? Jim Wagnon

It is evident that we can apply all topics discussed in this module for the retention of any type of students that we are serving. An interesting question that comes to my mind at this moment would be if there are specific keys to enhance retention with multicultural background students? What will it take from the instructor to meet international students needs in term of retention? From my professional point of view, professors and other related professionals must get some kind of special training regardin mulicultural awareness to deal with this specific population. In the other side "human factor" will be kept the same no matter the student cultural background.

Working with multicultural diversity at a college level could be a real challenge for facilitators and administrators. People coming from different cultural backgrounds carry on different educational experiences and sometimes hold "non traditional" expectations of educative processes. We have to deal with cultural accomodations, language accomodations and translate those into an effective educative planning. Those accomodations may involve all parts of college support systems, admissions, academic counseling, registrars and facilitators.

What are some sources of motivation to keep students interested in completing assignments, taking notes, etc.?

I gave my student motivation by reinforcemet on your good work, no matter how bad it look, or I tell them. they will do better next time on your project. motivation for a student is very important.

I am in instructor in cake decorating. when I am going to give a demostration and I gave them hang out, they start asking questions before time,in another word before I start the demostration,the problem is one student start after another one and so on,what I gave done is I tell them to wait until I have finsh gaven the demostration,them ask questions

when I see a student falling behind, or if having a hard time, with the suject they working on, I gave them my personal attention by helping them with there suject,I give some more sample to practice with.and let them know they will catch up

I am instructor in a rehab school,most of my students are spanish,I have to spend more time with them in reading, to make sure they did unstand what we had just cover.

As i continue my journy into this exercise, I feel my job isnt as easy as we think. My students majority are rehabs. And when the students lack a solid education background, it seems almost impossible to keep up with him or her. To make my point clear, i find students with multiple variable that doesnt my make my teaching easy. For instance: 1. note taking. I give handout and class lecture,it becomes difficult. Imagine the student trying to write every word by word of what I am saying. Also, they lack of vocabulary, and slow hand writing. 2. language barrier. (dont know if this falls into this chapter). I am teaching back and forworth spanish and english. And on top of that, books are in english. And computer operating system in school is in english. Need Help and Feedback from others teachers. Thank you.

As an instructor in a Rehab School, I face on a day to day basis with students of 55-60 year old ages. I find it extremely challenge and difficult to teach them since they have very little educational background, and have dissabilities. The things they learn, might take them a great amount of time to pick it up. But again, I only have couple of hours to teach them the topic. The next day, they will forget what they have learned. I have no problem, going over the subject with them, but I have a syllabus to follow, so time is critical. Each module will cover about 20-30 chapters for two week period. On top of Memory Retention, many of these students suffer pain and other problems at home. Please, I will like to hear from others what you guys will do, and can do to improve and speed up the classes.

Some students (even very good ones) seem so shy that they never hold up their hands when you ask a class question. If you call on this student and he/she doesn't know the answer, you risk turning them off for good. On the other hand, if they do supply an answer, you have created participation. One tactic (as mentioned in our lesson) would be to ask "opinion" type questions in this situation, since no right/wrong is involved. In my experience, however, shy students often answer "yes" or "no" or "not sure" to wiggle out of having to say something. Any other ideas?