I have found in addition to the syllabus, an expectation sheet from the instructor detailing; communication, assignment turn in, and so forth, outlines a responsibility to the student.

The particular student is well behaved always cooperative. This student never disagrees with the instructor. The tests scores are failing 95% of the time. Over all gradeis just passing. When asked if there is a problem there is none and no further discussion.The instructor is not able to assertain any information from this student as to what the problem may be. In the classroom setting the student appears to be on task and attentive. Home work has been completed. Student is always quiet and cooperative but doesnot speak up unless asked. The student has been placed in group sessions without success. Has anyone has a similar experience?

Is there a difference? How so? How do you instruct without being arrogant or coming across a know it all? Especially with professional examples and experience influenced ancedotes!

How do you be an empathetic person and listener and still maintain proper boundaries for the classroom? Sometimes this is a fine line to walk.

How do you handle, defuse, students who feel the need to consistently "one up" the material being presented/discussed in class?

A person should do some type of hobby at least once a week to reduce stress. Also during a work day you need to get away fromm the desk. More people are eating lunch at thier desk. I think this is a BAD THING. You need to get away from the work space for a bit

Yes, completing the tasks at hand is important, but I think if we would schedule time to network with other people that do our same job we would actually be freeing up time, as we would get great ideas from others and not have to spend the time creating everything by ourselves.

Sometimes the newest, most enthusiastic, intelligent students are left out due to language difficulties.Challenging these students to explain, and demonstrate their knowledge base using their translating skills has proven to be a winning strategy. Classes have become much more focused and on point of message when all the students watch, listen, and take notes on how to coach an ESL student. The amount of information exchanged during the class discussion period has provided results - the students know the material and how to apply the technical skills to get the job done.

In this past section they mention that they use the pronoun "him" as most angry and aggressive students are male. First of all, that is wrong - I don't know who wrote this article, but if I had to wager a guess, I would say that easily 70% of the angry/problem students I have had in the past few years have been women. Secondly, this is an unecessary sexist observation and, even if it were true - which I don't believe is the case - it is certainly not something I would slap into a document for educators. Oh - and the comment that there are fewer cheaters in career colleges? Uh - cite? Where did this tibit of info come from? Again - who is writing this stuff?

I have learned the most from teachers who went off-topic a little and off the book, using funny stories that illustrated the points they were making. I think you can still maintain your profesional image while being humorous, and people will remember more of your presentation that way too.

I'm brand spanking new to teaching, so I have no experience in this, but it kind of seems to me like everyone is a suspect when it comes to cheating, like we expect it will happen. Maybe we should, I don't know. But for me, I've always had a personal policy of trusting everyone until they give me a reason not to. I haven't been burned too many times. I find that when you treat people with respect and give them your trust, usually you will get it back. Am I just being naive?

Maintaining professionalism is important for the perception of real world interaction. I address my students with Mr./Ms. ________(last name)

I provide a very upfront approach by establishing authority from day 1 and that helps to establish my ability to gain and maintain trust regarding validity of assignments

I find it benefitial to explain time management as a tool to put the focus of success on the student.

Providing prior work as an example of assignments promotes expectations of work necessary to successfully complete the assignment

I work in a results oriented sales postision. When working with my potential clients, sometimes I find myself with expectations of moving through the sales process on my time schedule. This is a sure fire way to set yourself up for stress in the workplace. Many times the client has many other projects and outside environmental circumstances that I have no idea about and this will cause delay, but not rejection to my implementing my technology I represent. I am always setting myself up for a stressful day when I want things done on my time.

I feel that presenting a professional image as well as being a leader within the field of study are important aspects in creating an online setting. This approach is productive and supports student growth. Within an online setting the professional approach is being knowledgeable and sharing the course information effectively.

I found it very interesting that in fact students can also find a way to cheat within the online setting as well. Within many online courses there are elements implemented to discourage this type of behavior. I will be able to adapt some of this information for use within the online setting as well.

This module has provided great suggestions for creating a productive classroom setting. This information has also given me ideas for creating an effective online setting.

I have found that by setting due dates and creating effective expectations in terms of submission deadlines, student are more eager to participate. Taking the time to provide a penalty for late assignments and still accepting the work allows students to understand that their work is quality but will have penalties.