Some of the ways that i found very helpful to reduce stress are eating healthy and exercise. I always try to eat a well balanced meal with several fruits and vegetables. I also go the gym several times a week which is a great stress reducer. Both of these techniques seem to make it a little easier to get through the day.

What are some practical examples of how to help your students visualize their expectations of mastering the content, skills, and gaining the necessary expertise from the course? I agree that this is a critical piece, since if the students don't think they will succeed, there is no use trying, however I am unsure of what to do. Can anyone provide some examples?

Excersise is absolutely the best way for sreaa relief

Excersise is great to relieve stress and helps you sleep better at night.

The use of computer programs and internet for research are optimal ways of saving time.

I typically take the "fly by the seat of pants" approach and it seems to work for me. I am able to drop what Im doing if someting of more importance arises

Practicing material has been a helpful practice.

The module section "Setting the Stage for Success" makes it clear that students in a course want to know, "what's in it for me?" At one point, however, the module suggests a psychomotor learning activity involving teams competing to make the best paper airplane. Am I the only one that feels that this learning activity is inappropriate for adult learners (unless perhaps one is teaching a class on aerodynamics)? Given the limited number of classroom hours available during a term, I don't see how I as an instructor can sell the spending of time on the construction of paper airplanes as being relevant to the course objectives. If a student asks, "what's in this class for me?" the answer is now "I've learned how to make a good paper airplane." Fun, yes. But how is that pertinent to workplace knowledge and skills? I do understand the importance of building rapport among students and group activities. But making paper airplanes isn't the way to do it.

I have found as well that exercise can be an immense coping mehanism here. I agree totally!!!

I had an opportunity to lisen to a CD by Michael Staver that addressed the idea of stress perfectly. This was related to the fact that the more stressed and emotional we get the more the logic center of our brain becomes compromised.

I can see when I was younger how much time I wasted because of lack of organization. I feel today I valkue time management morte than ever

performing this training session reminds me of Stephen Covery's habits The specific one I found recurring was put firdt things firest

and how to protect a rest of the students from negative influence as well as instructor from undeserved disapproval from the administration

I think it important to talk about industry experience to help establish a foundation for your class.

I think it is important to be vigilant for the good of all students.

I have always found small groups help students focus on course material.

I think it is important to assign projects that students can use in their current jobs.

Common mistakes for new instructor having practical experience is being hesitant with his/her teaching abilities. Having a positive attitude in instroducing his/her practical experience will go a long way in establishing rapport with the students and gaining their respect for his/her practical knowledge.

Managing the class while having a disruptive student is one of the most challenging facing an instructor. The instructor should point out that the disruptive student is showing disrespect not only for the instructor, but more important for the other students who are in the class to learn for their futures.

Students who try to "brown nose" or polish the apple student need to understand that such behavior will not increase their grade. They need to understand that they are taking time away from other students, and this is not productive to them or to other students.