Students bring such a wealth of experience, opinions and ideas to class each day. I am fortunate to teach a subject (marketing) that can leverage all of this to make class much more personal and interesting for each student.

Non-Traditional learners are greatly affected by what we call "life events" by our campus administrators. The vast majority of non-traditional learners have good intentions and goals about their education, but many of them will never reach their educational goals due to external issues or situations. Usually, related to family, work or lack of thereof or other more personal issues. My question: Should the instructor show emphaty and try to help the students in reaching their goals by using all tools within the educational organization?

I find that once students complete a research/writing project it is not sufficient to just return their submission with a grade and brief handwritten comment. Alternatively, I find that meeting with each student and giving them very specific feedback is most helpful. More importantly, it gives the student an opportunity to clear up areas of confusion, or receive special praise for areas that were nicely executed. Ultimately, if students know there will be an individual meeting, they are less likely to turn in substandard work.

The most effective way to maximize student learning and retention and further application is to break materials down into elements, what this module called "bite-sized chunks." Students are better able to process and understand the materials then use apply them to real-world applications both inside and outside the classroom. Is there a more effective means of managing materials or learning materials? Breaking down materials into elements lends itself well to all of the basic learner methods: literary, visual, tactile, etc.

I find nontraditional adult learners to be more motivated to succeed and to accept challenges than traditional students. I also find that they will question rules and assignments less than the younger students. I find that nontraditional students do not give up as easily as traditional students. Younger students often have not been challenged to think critically. Such a challenge tends to be perceived as "being picked on." I have found that older students tend to work through their frustrations much better than younger students. A supportive, well-structured lesson plan and classroom is essential for all students' success. I think one key to success in a diverse classroom is to have well-developed rules with a purpose.

I often share the struggles I encountered in my journey through college. I talk about balancing school, work, friends and family. I let them know that I have been in their shoes and I structure my classes to ease some of that strain by not assigning things on a Tuesday and making it due Wednesday. I like to give the weekend so they can fit it into their busy schedules. Colleen

How do you handle the student who has had a life change during your course and is having a difficult time coping? I have a student whe had a baby a month ago and has not turned in work on time since. I suspect that she may be dealing with the "blues" but at what point to I end taking her late work? Colleen

I like to use a variety of games, worksheets, reviews to help motivate students. But, I also include a reward at the end of these activities to give the student incentive.

This a great concept. As instructors, we all need to find time to look at ourselves, and recharge and rejuventate. This will keep us excited about going back to the classroom.

I feel it is important to learn your students names as quickly as possible. It might not always be easy, but our students feel valued and that we care enough to make them more than just another name or number.

I think it is important to get to know your students. That is one thing I like about teaching in a small school; it allows me to see students in many classes throughout their education with MSB. When I get to know them and their learning styles, I can better create a learning environment that will help all my students reach their educational goals.

I find it takes some time to really get to know where students are coming from - not just the fist session but fairly well in the quarter. Most students appreciate and respond well when the discussion can be, at least in part, about them so I like to have them apply course concepts around their experience - the bonus is that they all learn so much from each other. Sarah

Remembering students names is very important. It gives the student a feeling of belonging and caring. Everyone likes to be remembered and this is a good way to start the process.

In order to teach math to students you first need to convince them that they can be successful. I have witnessed students so fearful of failure they don't even try. If you can convince them they can be successful at the small parts, they are willing to attempt the harder material. Until they think they can, they can't.

In my classes, the students play family feud with the test information for the week as a way to drill and also to motivate them to learn and study. We divide into two teams and go to the board. I call out the terms or information and they race to write the answer on the board. The losing team has to dance for the other team. It is fun and it really motivates the students to study and learn the material.

Students sometimes come to class tired from working, on their mind, and can't focus on the lecture for the night. When I notice that students are pretty much saturated, I change the atmosphere by playing a game, or doing some role playing to stimulate the learning environment. Students who feel bogged down often feel that they can't complete their goals.

I have had a problem in the past with students showing up for class maybe two days out of five. I have explained that in class assignments are being missed when students do not show up, and valuable information being missed as well. Students sometimes will be absent on test days so that they can ask the other students what was on the test. To combat that situation, I change the test for those that missed the original.

At the midterm, I give a progress report to each student in the class. For those students who are performing below average, I set up individual meeting times to try and dissect why they are not performing well in class. In some cases, this has developed rapport with struggling students, but has "back fired" in other cases.

What is some advice for helping students maintain focus when outside events prevent them from participating in the course as a whole?

How do you balance the personal human side with the authoritative educational leader of the class? It is important not to be seen as a "buddy" but being personable could lead to that scenario.