I have to employ several techniques. I make a basic seating chart, and as the students stand up to answer introductory question such as "What I am known for" I will note down their name, a physical characteristic and a point of what they shared. I will also have them put up a name tent using a 5X7 card. The students will pick up and return the card daily. I use these cards to take attendance, divide students into new groups daily,and put personal notes to the students.

I've found that by organizing tasks in the same style covered in the module, that it is pretty easy to complete what needs to be done in a timely manner. What is complicated is sometimes putting aside ego or urgency when working through the task lists. Students should always be the priority though since they are ultimetly the customer.

Dogs live in the present and seem to be happy animals. Making a "to do list" and looking at that long list seems very depressing to me. Of course preparing for classes is very important and a certain amount of time managment is neccessary, however after several years of doing it, it has become rote. My life experience has shown me that most of life's stresses are self-imposed with nonexsitent urgency.

I think the process of writing your tasks down is a very good thing to do since it lets you cross off tasks as you complete them and you don't forget anything.

I find that angry students really just want someone to listen and hear what they have to say. When I notice a student is acting out, I like to pull them aside after class and give them a chance to discuss any issues they may be having. Most of the time, they can vent and feel a lot better.

I use homework as motivator for students to study by allowing them multiple chances to improve their homework score with repeated attempts. To get the maximum score, the first attempt must be turned in by the due date; points are lost from the maximum for each day that first submission is late. Using on-line tools gives the assignment an "entertainment" aspect, like a trivia game, as they try to beat their best score. The repetiton enhances their familiarity with the material. Because of this, I find it counterproductive to let lateness drive a possible score down to zero - they lose that motivation to study.

I have a student who has anxiety attacks when she feels uncomfortable in a situation. She had opened up to me about meeting new people is very difficult and she goes into depression. I tried to incorporate group activities and reading out loud into my lectures to help ease her. Some days she seemed to be fine, but there are other days when I see her isolating herself. I want to help her but I don't want to push her too far...any suggestion?

Whenever I am teaching a course for the first time, I am honest with my students and let them know. I then follow it up by stating that we all have to start somewhere, and that they too, will soon be in the same situation. I've had nothing but positive responses from the students. Similarly, when I make a mistake, I laugh at myself first before the students have time to pounce on me. I find that being humble and honest has allowed me to be more relatable to the students, but has also earned me respect in the classroom time and time again.

Often instructors will teach a course not knowing what it is the students already know. If you don't ask questions that refer to prior knowledge students easily get lost in the current objective.

Even though having pets can cause stress, I find playing with my dogs, taking them for a walk, or even talking to them about my problems helps me deal with stress.

I worked as a firefighter for 22 years and had to deal with stress everyday. I discovered what works for me to relieve stress, however what works for one person may not work for everyone. Stress relief is a ongoing process that needs to be worked out and adapted to each stressor as needed.

I teach a intensive hands on class and have many "props". All of these are organized by type on a table for easy access.

What is the best way to deal with students with high stress?

I find that writing down a list is better and saves more time than trying to remember what needs to be done.

I do follow the rule about being introspective. I try to review what went wrong and what went right with each day. I find it help both in the short term and the long term. Comments

As long as your alive, it will never end, learn to like it.

I have a student that is truly a pleasure to have in the class. He always participates and is eager to answer questions during class. He is not always right in his answers; however, he shows that he has a basic understanding. I usually try to reinforce their previous course work into my training in an effort to show how the course all work together towards a commone goal and how they all work together to grow knowledge. I have found through my daily labs that he hasn't retained any of his training from his previous class - in this case electrical theory. I don't understand how he pass the course when he can do a simple two resistor network and how to determine the voltage drop across a single resistor. Of course, I hear stories about no lab work in his previous class, not enough time to absorb the material etc. But, how did he pass the class? He is depending upon formulas that he doesn't understand. This is a simple voltage divider circuit that you would generally learn in high school electricity. I really enjoy this man's participation. I must admit that I don't want to fail him. I know that he has significant issues at home at he IS pulling himself up from his bootstraps. I've offered office hours. I've offererd (and spent my time) with him alone during breaks so as not to disrupt the class. I ensure that I do not embarass him. But, in good concious, I cannot pass him onto the next instructor - this is a "for Pay" school. And droping someone is a significant deal. I can't make him someone elses problem; but, I don't know that he will understand being held back at least to course in my opinion. What do you recommend? This gentleman is truly a pleasure to work with. Any and all recommendations are welcome. thank you, jay

I find that each student has their own challenges. One difficultly that I have been having is while training the student that "acts up" for the sake of arguement, the other students are not aware that you are addressing the problem. Certainly, it is not my place to discuss any disaplinary, or specialized training, with the rest of the class. I'd be interested to know how others handle this situation. Although they do see the difference over time, it doesn't stop the rumor mill, or the scuttlebutt. How do you recommend letting the other students know that the behavior is being addressed without sharing confidential information regardin the student that is affecting the overall class perception? I am open to all recommendations and thank you. jay

Should this method of grading be avoided, since some students may feel it is an invasion of their personal privacy?

I must admit that it does provide for a great guidline; but, as with our Constitution, it must be an evolving document as situations and learning opportunities evolve. I agree that the primary objective should remain the same; but, at the same time, we mustn't miss the opportunity to add, and delete, activities as the classs progresses.