I teach mainly adult learners. I get a majority of students turning in their assignments late and use the excuse that it's because of work. Any suggestions on what is the best way to handle this?

We know that students are coming to the school voluntarily to learn the course but when a student has acedemic deficiency how to handle this situation.

Do yourself a favor and avoid these common teaching traps 1- Aiming To Be Buddies With your Students 2- Being Too Easy On Discipline 3- Not Setting Up Proper Organization From The Start 4- Getting Involved In Campus Politics 5- Working Too Hard And Burning Out 6- Not Asking For Help

1-Remain calm and speak in a controlled manner. 2-Try not to take it personally. 3-Acknowledge that the student is angry. 4- Tell the student that if they calm down it will be easier for you to help them Empathize with the student’s frustration, while explaining the University policy, rule or requirement. Empathic statement examples include, “I can see that you’re upset by this” or “This feels like it’s really important to you. 5- Let them know what you CAN do, not what you CAN’T do. 6-Recognize that, while for some students empathy will transform the situation, for others, nothing you say or do will get through to them. 7-If you feel like you can’t respond to the student’s needs, offer to arrange for them to meet with a supervisor. This may encourage them to “cool down” before addressing the issue again. 8-Afterward, be sure to debrief with a colleague or supervisor and attend to your stress and your needs

Ideas to Improve Motivation 1- exaggerating and/or changing your voice's inflection (pitch or tone) when presenting key information. 2- You can slightly increase and/or change the volume of your voice (speaking rate). 3- Use Preferential Seating 4- Create Low-Distraction Work Areas 5- Restrict Student Access to Electronic Devices and Other Potential Distracting Objects

I found the information in this section helpful.I am a new educator. I think that these ideas will help in my first teaching assignment. I have always been a driven learner even when a subject is covered that I am not interested in. I have found a way to make all course work is relevant. It is an eye opener, to find students sitting in your classroom that really do not want to be there. The first question I would normally ask is, why are they here then? I thought that students came to school because they had a goal in mind. I am finding that students may be coming back to school for differing reasons. It may be a job loss and retraining. It may be an injury in which the person needs to learn a new skill because the injury changed their abilities. This discussion has made me think about my teaching abilities and how I might change and or control the group especially for those that are not engaged for whatever reason.

The late policy I enforce in my classes is 10% of the total grade deducted for each day the assignment is late. On the fourth late day the paper is not accepted and the student gets a zero for the assignment. What late policy do you use?

What exercises or introduction could you do to earn more respect the first day of class?

Should you implement an objective test to slow down on student cheating besides observation?

what ideas do you have about the student who knows everything youre already lecturing about?

Should Ice Breakers always involve small groups?

I believe one of the keys to successful classroom managemnt lies in the ability to broaden the existing subject. Soemtimes one can be fearful of where a discussion might go, but if we can stay on course then learning may occur when we least expect it

When a student goes the extra mile with, ie, research,creativity, or effort. I make an effort to engage the other students in his/ her achievement. By asking the student how he/ she achieved it, how long did it take or what did you gain by this action, it gives the other students an insight as to what they can do next time.

It is very important to establish rapport and respect with students. Mutual respect seems to be the key. Students have to believe that the instructor is there for their benefit. Likewise, the instructor has to understand and respect students for their initiative to come to school as adult learners.

Wow this really helps clarify how to interact with angry and distant students. The biggest impact (I've found) is to the class. When nonperforming students enter the classroom, the whole feel of the room changes. Angry and distant students cause class discussions to drop off or barely limp along. Hopeful these new strategies will assist me in effectively neutralizing angery and silent students.

The techniques discussed should be very helpful with managing a challenging student. As described in our learning, my "challenging student" is great because he always has something bright to say. Today however, he actually refused to let other students answer questions. The class became visibly annoyed with the student. In my attempts to communicate with the challenging student, I asked him to let others have a chance. Sometimes he would wait. Other times he would blurt out answers...or actually talk over me as I was trying to re-energize the class discussion. I recognize this is an attention getting technique on the part of the student. My next step as mentioned in our learning is to have a talk with him about his behavior.

Students seem to embrace learning when there is a direct correlation between their school assignment and their chosen field of work. If the assignments remain relevant to their planning and job aspirations there seems to be greater care given in the preparation and delivery of their work. In my Oral Communication class I focus on personal or professional interests to motivate students. Quite often the results are well thought out and presented in an atmosphere of excitement.

I teach accounting, which consists not only of doing journal entries and preparing financial statements, but also of performing computations. For all of these purposes, doing work in Excel clarifies and facilitates the learning process and prepares the student for the way accounting is done in the real world. The text books I use typically include about four exercises or problems that are also available in Excel form. In addition to other necessary problems, I usually assign all of these Excel-based tasks. Furthermore, in addition to using lecture to initially survey and conceptually illuminate a chapter, I allocate time for in-class exerces anf problem solving. My students often tell me that they learn better by doing and practicing in class. For some accounting topics for which Excel-based alternatives may not be provided that are nevertheless complex and essentially require the use of worksheets to solve problems, I have created Excel-based templates for students to do such homework problems. Good examples are inventory valuation methods, such as the gross profit method and the retail inventory method, as well as general inventory calculations. Through the use of text-provided templates and some of my own, I endeavor to give my students illuminating and usedful hands-on training and practice to strengthen and reinforce their learning and comprehension of difficult accounting concepts and techniques. How do other instructors (perhaps apart from teacher of IT) use electronic media to enhance their educational purposes?

I like to constantly update my course materials based on feedback from students and managers a like. I feel that my course in in a constant state of improvement.

How do you deal with the student who always has a sick child, or death in family and cannot get work turned in on time?