this was a great tool to help the new instructors get their foot in the door and get ready to what their about to face with the students. I REALLY enjoyed doing this 104

this is really helpful, reason being is that it helps me work with those students who are cheating, or not speaking up in class and get them more involved and having structure overall in your class.

so far this has been a great ED104 it has been showing me how to deal with those type of students that are just not getting them and help them get on track, especially those who are not intersted.

I never really thought about how turning your work on time for students helps them understand that at their job this won't float if you don't do it. i know at work we need to, but letting the students undersatnd that will help them get the point. I also loved the topic on Psychomotor

I was somewhat put off initially by the excessive use of abbreviations in this course because it made comprehension of the material very difficult. Once I got beyond that I found this course to be an exceptional resource for someone like me who has an experiential background versus an educational background. I now have a much better idea about how to design and present a course syllabus and get my students engaged from the very 1st class.

I have a huge problem with students using cell phones in class, especially during a lecture. I understand that cell phones and other electronic devices are a huge part of our lives now, but how do I get my adult students to understand that there is a time and place for them. Am I asking too much to have them be without their phones for tow hours?

I am a first time instructor and am constantly being challenged by one specific student. She is extremely bright, but she cannot stop second-guessing everything I say. I have a lecture all set out with power-point. She will have read the chapter we are discussing and continually skip ahead. At one point, she would try to correct me or challenge me continously before I could finish my sentence! I am worried for her because, although she is smart, she lacks the humility that she needs in her career. How is she going to react when she challenges a doctor in front of his/her patient and they yell at her? Any suggestions on breaking her bad habit?

I have had professors in the past who have stood in front of me and talked forever about their personal issues that had nothing to do with class. I agree that talking about those personal issues take away from class.

This is seen so much as many adult learners have so much going on in their everyday lives then having school on top of it causes some issues. These issues are then usually taken out on the professor who has nothing to do with the issues that the learner is facing.

I have seen all these learners: Apple polishing,center stage, inactive; this section has given me what I need to engage them and perhaps make the learning environment more conducive.

I beleive that it is extremely important to make sure that the syllabus is written in such a way that is free of any words that could misinterpreted, so that all individuals would have no problems with understanding. As it serves as the manual for that course. Being able to understand it will be less stress on the professor.

I like to leave myself little notes on Posties. I will make a To Do List by writing down projects that I need to get done thoughout the day or week on Posties. I hang them on my desk and as I do them, I can peel them off and throw them away and it gives me a feeling of accomplishment. I feel this helps relieve some stress. It also gives me a reminder everytime I sit at my desk what still needs to be done.

I have found that there is always at least one or two students who claim they weren't informed of their responsibilities as far as practical assignments, and/or the content and scope of the exams. As a result, on day one I give an additional hand-out in addition to the syllabus and any other hand-outs. This additional hand-out outlines these requirements VERY specifically, and I require that they sign an acceptance sheet acknowledging the receipt and understanding of the hand-out. When I get the inevitable blank stare, I can pull out the sheet, and prove that they were instructed of their responsibilities.

THERE SEEMS TO BE ALOT OF THIS GRAY AREA BETWEEN STRESS AND BEING A VICTIM . HOW DO YOU SEE THE DIFFERENCE IN YOUR SELF OR OTHERS ????

Lately I have been telling myself i need to do this task faster or better and just not kicking myself in the you know what to do it. due to double shifting and life at home i have been runned down.I have 5 kids and work I admit to having to manage my time different. I have started to open up myself to alternative ways of doing things. some work and some realy slow me down. its like a small child who says they dont like the food you made and never had that dish just try it you might like it. I have the will to do better at what i do and the drive to do it faster but at times i realy feel that my hands are tied behind my back because i have to wait for someone else to do their job in order to do mine and i have a hard time waiting for others to speed up what to do till then ?????

To do lists can be helpful, but only if the author actually gives that list the attention it deserves. I think that the list should include items that can be easily conquered, thereby adding to the notion that the chores can be wittled down and the larger tasks can be helped along by victory over others.

I think that proper and knowledgeable use of time management will greatly influence the time and order needed to complete a to-do list. I write everything down so I don't forget. I also have my students write down on a post-it when they have requests from me that I can't attend to immediately

with a class size of 6, i have one student who remains silent. I've broken into groups of 2 with little luck.

I had a student that constantly fell asleep in class. I confronted the student on the issue several times and even kicked him out for the day. Administration stated it was his meds and so I needed to keep him in the class. it became an issue for the other students.

There was no established rule in my sylibus to address late assignments. When a late submission occurred, I was caught without a plan. Unaware of a school policy on the issue, i improvised but then needed to append the sylibus so all would have the same understanding.