My experiences utilizing a conversion grading scale works great for students. A conversion grading scale is like a “To Do List.” Instructor review students answers toward viewing and hitting all the points for the exam in my case was a Microsoft office college course. My outcome toward using a conversion grading scale was very positive for students. I have also given students a brief review of the material because exams were cumulative on chapters.

Most instructors eat healthy and exercise regularly still experience stress. Possible viewpoints toward ergonomic setup for instructors using a computer, desk, chair, etc. are crucial toward managing stress. Some helpful tips for instructors sitting in front of a computer are for the: -chair should be adjustable height with lumbar support for lower back and seat back angle 90° -90° knee angle to the floor as feet should be on the floor in other cases a foot rest for shorter people -wrists should be straight directed toward the computer keyboard on desk -viewing angle distance 18-24 inches toward computer screen These are vital ergonomic components that need to be addressed where instructors avoid worrying about managing their stress. If instructors using a computer experience vision eyes floaters they are caused by long periods of time on the computer. Instructors should use a computer for no more than 20 to 30 minutes and then look out a window for about five minutes and stare at an object. A helpful tip to reduce vision eye floaters can be also to place two lamps on both ends of a desk. Proper light when using a computer is essential including an old computer screen versus flat computer screen makes a big difference too. Turn up the lighting on the computer screen. If instructors avoid coffee and weightlifting that also contributes to vision eyes floaters. I have done some investigation on these issues.

1.Aiming To Be Buddies With Their Students 2.Being Too Easy On Discipline 3.Not Setting Up Proper Organization From The Start 4.Getting Involved In Campus Politics 5.Not Asking For Help 6.Being Overly Optimistic And Too Easily Crushed 7.Being Too Hard On Yourself

Remember that students need to feel valued and welcomed. They need to know that you have an honest interest in each one of them, not only as a class, but also as individuals. • Be consistent; establish the rules and stick to them. • Consequences should be fair and consistently applied. • Be prepared for the students who will test the rules. • Do not threaten students with a consequence unless you are ready to carry it out. Students will view you as inconsistent if you fail to do what you say. • Do not be judgmental; look at each situation from all angles before you designate a consequence. • Never put off discipline. Handle any behavioral problem when it occurs. • Make sure students understand the rules and the consequences. Students need to know how to behave in any given situation. With some students, you may want to do role-playing at the beginning of each course. In this way, students will see what is expected of them and see the consequences being applied. • Show a true interest in all of the students. Each one needs to be treated as an individual and with respect, not just another student. When giving praise to any student, use his or her name with the praise. Nothing pleases students more than to hear their names used in a good light. • Implement well-planned lessons. Know what you are going to teach and be well prepared.

Here are some tips I personally use for dealing with difficult students and difficult situations: • Meet privately – having an audience causes more defensiveness. • Expect that difficult situations will take time to resolve – if you feel rushed, ask to meet at a later, specific time. • Don't take things personally. Recognize that your role is to be calm and objective. (Vent later with a friend or colleague if you need to.) Use Active Listening Skills • Clarification – ask questions to clarify if you are unsure • Paraphrasing – rephrase content • Reflection – rephrase feelings • Summarization – listen for themes or main points • Physical cues – use head nods, eye contact, open body posture; this lets the listener know that you are listening Work on one problem at a time • Make requests, not ultimatums • Focus on the present not the past. Focus on what you want, not on what you don't want

Setting the stage for success in my department, I encourage my Instructors to; get to know your students, let your students get to know each other ,respect and foster diverse ways of being/knowing/doing.,create a safe place for learning to occur: help students to fit in; relevant questions are OK; expectations for students and instructor, make the physical environment comfortable, and vary your teaching strategies to support different learning styles,

I like to ask the class clown to "mentor" one of the more quiet students to try to get the quiet student up to the "clown's" activity. The "clown" likes being asked for assistance.

One time I had a student tell me his homework was late because someone bombed his car and you guessed it - his homework was inside!

If you treat students with respect they will also have a sense of respect with added trust that is needed in a relationship built for a classroom

Handling my stressors better

I tnink I should not try to do too many things at once

Try to have better time management

I will try the to do list

A professional teacher leads students and colleagues by his or her example: One who is prepared for any difficulties and adversities inside and outside the classroom, one who acknowledges and rectifies and learns from mistakes; acknowledges the beauty of diversity (language, cultural barriers, socio-economic and personality differences) of students and colleagues. A professional teacher is prepared for these difficulties will be able to overcome them. Not by words, but by example.

It was once suggested to me, that if my adult students had trouble reading that the institution should teach reading. I answered that I believed that "that boat had sailed", and that additional reading instruction would probably not give us significantly improved readers. So I started looking for alternatives. I had noticed that in the Business Training environment there is an increased use of IPODs with training downloaded on them for employees. I have been trying to encourage my textbook folks to consider putting the textbooks into podcasts so that "poor readers" can have a vehicle to obtain the full breadth of the course information. I know that at one point most textbooks had an audio version for the visually challenged. All they would have to do is add graphics and video and the students would have another alternative. Have you heard of this being implemented? if so what were the results? can you direct me to a source?

The classroom is a reservoir of different students with different personality types, and daily issues. Some students come to class with a chip on their shoulders. These are the one if not too many challenges a teacher must deal with. From the very start, I emphasize communication as the one of the most important tool for success. Whether dealing with positive or negative conflict, or issues, I encourage students to openly communicate their concerns. For the first time, in my nth year of teaching, I received an email from a student with an address IHATEU.COM, I did communicate with this student and did try to ignore the email address that she created and focus on her goals and or issues. I discovered that the was undergoing a lot, and her plate was full. To top it all, she is dealing and coping with a loved ones' forthcoming death. His father has terminal illness and has six months to live. I realized that somehow, students really do not know how and who to direct their anger or hatred. That oftentimes, they are angry with LIFE itself. I tried to redirect her anger by asking her to change her term project topic to the Five Stages of Death.....and explained to her that she, too, is undergoing the same process of DENIAL, ANGER, BARGAINING, DEPRESSION...After she wrote her term project, she came to the ACCEPTANCE STAGE. I am still keeping her term project, and I asked her If I could share her beautiful and meaningful realization with other students who maybe are experiencing the same. With this experience, I was indeed blessed to be able to encourage students to communicate or open up their deepest feelings, (NO MATTER how negative it will be) to create an email of IHATEU.COM to be free from the bondage of anger and depression.and come to ACCEPT the truth of death.

Some of our courses are taken out of the suggested sequence and with other professors whose teaching style is very different from mine. I've noticed that a lot of the fundamentals are missing. I try to go back and cover those things but I notice that for others in the class, it becomes irritating to them to have to back track. Any suggestions?

Students as well as Instructors need to maintain professionalis,a t all times.

If you stay clam and collective it will help students behave appropriately

Most stuendts bring their issues and problems to school how can we prevet that