Beign in allied health sometime i find it difficult to keep our students very motivated.

I enjoy teaching students and I rarely feel affected by the "stresses" of class preparation & teaching. However, the core of my stress comes from the administration. I am a problem solver by nature, and I am getting stressed because the culture of the current administration is severely undermining the academic integrity of the institution, and there seems to be little I can do about it. Are there any realistic ways to deal with this? Honestly, I feel like the course information was a bit vague and unrealistic to implement into a real-world working environment.

It is very important to clarify the rules for late assignments on the very first day of class. I have always written these rules into the syllabus. I have this part stand out by having it listed as its own paragraph. I also put in bold, all caps: NO LATE ASSIGNMENTS! I then explain that if there are extenuating circumstances that they need to see me one-on-one. This sets the tone for what is required for the course, and better prepares them for the real world.

I always talk about what it means to be profession is. Because what might be my standars of professional to me might not be professional to them, we first start what with the understanding the word professional.

I make up three diffrent test. I always make sure that I answer all question before the test starts, I have a question and answer session.

buy using hands hands on method is a great way to get and keep students attention

For adult learner show examples are a easy way in helping an adult learner learn.

I have a real problem with students grading someone else's work especially quizzes or exams. I strongly feel that we need to keep the confidentiality of the students' grades. Having another student grade a peer's paper especially if the peer did poorly can have a huge effect on the peer's self-esteem. The peer may believe that the student grading their paper thinks they are incompetent or even dumb. Even though grading the papers myself may take time, I do it to maintain the confidence of my students. I have found several ways to make it quicker. One is to use an answer sheet where I only see the student's answers and not the questions. I then use the key to check it quickly. I have also used online tests, so the test software grades it for me. The students would receive their grades as soon as they say submit much like the quizzes in this training course.

Even if your coworker is the worst instructor never express this to the students. It can undermine the whole program.

I have learned to be on the lookout for this because they will use work from previous students. What I've done is change the assignment a bit so that whatever they got will not work for them.

As an instructor we need to respect sometimes that older students do expect a certain type of respect but make sure to let them know that it works both ways. They may be older but they need to respect the fact that they are there to learn from you.

We as instructors need to learn that not all students come from the same mind set as the average person does. When you have students that live by the "street code",you need to rethink your approach in how to instruct and deal with some of their inabilities. What works for the average will not and does not work for them.

I like the idea of using to do lists. I have been doing it for years. However, I have two to do lists: one for school and a different one for home. Then while I am at school, I am looking at only the tasks I need to do there. I am not tempted to focus on what I have to do at home that night. When I go home, I then look at the to do list for home and focus only on this list. I find this way I do not slip into a procrastination obstacle of "worrying about things that I cannot do now." If I look at home things at school, I am too likely going to be thinking about those tasks; many of which I cannot do at school anyways. I then take valuable time away from the tasks I could be doing at school

To cope with stressors, sharing information and discussing with trusted friends and family members will actually help. When I am stressed, especially, after a week’s hard work, I create a me-time and try to go movie, visit friends or visit a favorite place of interest in order to unwind. This strategy has helped tremendously. Another helpful strategy is to listen to good music and inspirational speeches. Austin

Stressors are really detrimental to sustained productivity. Some of the common factors that stress out faculty may include too much standards, that is, too many policies, changing policies, unrealistic deadlines, lack of freehand, excessive scrutiny, biased assessment and inability to appreciate faculty contribution. Other stressors may include students not showing up for discussion and expecting to make maximum points for concepts they do not fully understand.

While I did find Module 1 interesting I do everything that it discussed. What I'm looking for are new ways to do old things. Sometimes I teach the same courses, 2, 3, or 4 terms in a row and while it may be new to the students it is old to me. Are there any suggestions as to how to make that first day more interesting when using the same materials over and over again? What I'm looking for is a way to take what I have (which from my instructor surveys is awesome) and make it awesome to me again.

Giving students compliments in front of other classmates helps to build their self actualization and also encourages their confidence to learn and participate in class.

Handling a confrontational student is very challenging. What are some suggestions for giving constructive criticism to the confrontational student with setting them off?

What are some suggestions for handling the students who feel they are "entitled" to the instructor's attention at any moment? Students seem to be changing over time and are demanding more and more.

Professional development for instructors is key to bringing knowledge and experience to the classroom. What are some suggestions on how to go about gaining this experience while an instructor is working full-time as an instructor? What about the Accounting or Communications field?