Even if an instructor has taught the class many times previously, it is always a good idea to decide whether or not the course materials are still up-to-date and utilize innovative instructional methodologies.

It really does save time to ask fellow instructors for their course materials and then streamline them for your course. Then, you have time to modify the materials to accomodate your style of teaching.

I believe that many instructors feel the need to get things done yesterday. It should be in our nature to always be thinking of priorities in past, present and future deadlines. Sometimes this innate need exstinguishes our ownership over how to creatively accomplish tasks.

I agree with the module that task immediacy can make a career school instructor extremely tired by the end of the day. These types of instructors need to make to do lists and prioritize the items in their lists.

As instructors we have daily routines and we just go through the motions. Some of the day to day tasks have certain sense of urgency because of our policies. That being said, it is always good practice to revisit the BASICS! From time to time we may have the tendency to deviate from our duties as instructors. This becomes a challenge when the deviation becomes normality and the behavior or practice is out of compliance with policy. The choices we make the behavior we exhibit most often will determine our perception. Because behavior is learned, therefore, it can be modified to take a different perspective on our daily tasks. This will have a positive effect on our student’s perception. What modifications can you make to your daily routine to break the cycle of repetition and maintaining company policy?

I have made some of these same mistakes when I first started to teach. The one that stands out the most is letting my students know that I have not tought this class before. I like the example of letting the students know that I am an expert in the field with 12 years of experance.

When there is a hostile student acting up in class, when do you address the issue? At the time the student makes their comment? Or do you take them out in the hallway at break?

Having the center stage student be the quiet observer was a great suggestion. I have a student that fits this discription exactly. I will try this approach with her.

How do you address an absent student an assignment time line?

No one is perfect, therefore mistakes may occur from time to time. But, I have found that acting professional in your demeanor begets respect as well as being prepared for your class mentally and physically. Also, being organized and having the proper instructional materials ready and following the course syllabus will alleviate many mistakes. From time to time a situation may arise that you haven't dealt with before and you must have the confidence to be able to resolve it.

I have found dealing with students with behavior problems that disrupt the class to be one of the most frustrating experiences to cope with. My strategy is to take the student aside and listen to their complaint and try not to become defensive or judgemental. After the student has vented, work toward a positive resolution. If you are unable to resolve the situation with the student, it is wise to document the situation and follow your companies policy regarding the situation. And, don't be afraid to include a third party (instructor, supervisor, etc.) as a witness especially if the situation escalates or gets out of control.

I agree with the assessment that we must first look at ourselves as instructors to see if we are not communicating effectively with a challenging student. Have we set clear expectations, goals and deadlines for assignments in our course presentation? Also, we cannot blame the student with behavior issues if we have not first done our part to support and encourage him or her. I have found in my teaching experience many students with behavior issues lack self confidence and need structure, support and encouragement to help them suceed.

This course gave excellent examples and insights on how to keep a course interesting to a diverse population of students. Although I currently employ some of these methods described as part of my class instruction, I did learn some new "icebreaker" techniques to help my students learn to work as a team and see the value of the information provided in the course outline.

A major cause of stress for me is trying to do everything for everybody. If an instructor is absent I am often asked to cover for them. If a student group needs mentoring I volunteer. If a coworker needs help with putting together a lesson plan I am there to help them. This module will instrumental in helping me to prioritize which tasks and requests are most important and doable according to the time that I have available.

I think building a good relationship with your students will help make your day go by easily.

I listen and let them express their feelings.

I set a specific time and date for homework submission and that it teaches them how to be responsible in everything they do.

We need to be patient at all times.

I teach in the clinical track with dental residents that have just left dental school and have been taught the A-Z of general dentistry. To place there education and limited clinical experience into the "real world" experience with examples of creative dental treatments captures their minds for the beginning of their one year residency program. For the dental hygiene students we teach, they see the potential for their participation in the private practice of their future. Is my situation different from the adult education programs others are involved with and with witch I am unfamiliar?

I find making a organized list of things helps out. The only problem is starting by putting it on paper.