I would like to share how I complete my task list for the week: 1) Most Important Items For The Week, numbered from most important on to to least important on bottom. 2) After completion on the most important items from the week I move the least important topics to the next week. I do all of this on an electronic database or my event database on my PDA or cell phone which I sink to my Outlook. Hope this adds to the conversation! Byron

I have problems remembering all my students names in a 3 week class. I am up front with my students about this. I tell them it's a mental thing and not to be hurt by it. I also tell them that while I might forget their name I will always remember their face.

I assume there are instructors employed in career schools, much like myself, teaching courses such as: English, humanities, speech, art history, and other general education courses. Some of you might also assume that non-career colleges enroll a completely different type of student--one much more eager to enroll in your literatue or writing course--trust me, not true...at all! Having taught for over ten years at community colleges, four year universities, and careeer colleges, it is my experinece that almost ALL of today's students are interested only in classes they see as directlly related to their career field of choice. Thus, accountings majors or nursing majors,attending ANY college in 2010 must be convinced by US of the importance of writing complete sentences and articulating themselves intelligently. The importance of understanding the subjects and skills we teach, including the understanding of history and many other courses not mentioned above, are usually not considered relevant. (Of course, there are always exceptions.) This student attitude is an additional challenge general education professors face that accounting instructors or instructors of nursing seldom experience. (Although I'm not insinuating such instructors do not have thier own issues with some students' expectations and attitudes.) Early in the term, I work to "sell" my courses to the students. I usually open with asking my students to guess the number one reason employees are terminated. No student has ever known the correct answer. "Most people are fired because they cannot get along with other people." This fact helps me lead into the need to understand ourselves and others, and I continue to remind them throughout whatever course it might be, that the best nurses, accountants, marketers, etc. know how to understand people by effectively communicating with them. Of course, I want my nurse to draw my blood correctly, but I also want her to show compassion--have soft skills. We know our students need not only career skills, but an education! I will not use more space explaining the many other "tactics" I use on my students to empahasize the importance of the general education courses that I teach, and for which I have great passion. Instead, I think it might be helpful if other gen education instructors shared their experience with this seemingly prevalent student attitude, perhaps offering their methods of responding to students who think general education classes are a waste of their time and money. ("Why do I have to take English when I'm going to work on computers?") Sigh. I look forward to your comments. (And I applaud all of you for your dedication to education.:) Nancy K.

That particular quarter, I had been just too relaxed in the classroom. I had the worst time with one class because they just didn't take me or deadlines seriously. It was very frustrating, but I did realize that I created my own problem. Yeah, it was fun to laugh and joke, but just not worth it!

One way to get students involved is to have participation points. Once they involve themselves in the beginning "just for the points", they will soon realize how much they enjoy working with each other and how much they can learn from one another.

I've recently moved all my grading over to excel spreadsheets, and I took the time to set up an area on the sheets that is filled with formulas that automagically calculate the students final grade based on my preset percentages for homework, tests, etc. Does anyone else do this?

I know that electronic lists are all the rage, and that I could keep my task and to-do list on the computer, or my smartphone, but I prefer to do everything on paper still. Thoughts?

I have been having a considerable amount of problems with inattentive students who prefer to text or surf the internet via their phones than participate in lecture. One of the major problems I see is that society routinely reinforces that this is acceptable behavior. I sit in meetings where the attendees will be constantly checking their phones and responding to texts...this includes the discussion leader or the boss.

How can an instructor avoid developing a "friendship" (I mean friendly rapport, nothing more) with a student if they have had the student in 4 or more classes? Occasionally I have students for a few classes in a row; they begin to tell me spouse problems, children problems, how can I avoid this?

A student was looking in her pocket during test time. I kept my eye on her and watched her do it several times. When she submitted her test, I asked her to step in the hall way with me. I confronted her and she said her mom texted her and she was looking at her phone. She then showed me the text messages. I let her go and did not accuse her of cheating. Did I do the right thing?

It is difficult to maintain a sense of humor sometimes in the classroom. How can this be accomplished in a professional manner.

One of the most difficult things is having students take courses that they can easily pass. Introduction to Computers for example is a very easy class for a computer savvy student. The students think they will not learn anything and then have trouble with engaging in the course. Those students tend to sit in the back of the room and be disruptive. I try to have those people as instructor helpers to keep them engaged and interacting with other students. It also helps the other students get another voice to help explain items that are difficult.

I really like this idea as a way to have all students participate while taming down the over-sharers. I'd really like to hear from others who have used them and how it worked out.

Especially when you are teaching General Education courses at a Culinary College, you find students who walk in on the first day with resentments. I think it is important to be organized and to carefully lay out your syllabus and goals for the course, and most importantly explain why the skills taught can enhance their careers. Ask each student what they intend to achieve in the class.

The use of Gardner's Theory of Intelligences allows several different teaching strategies to help student's with various learning styles.

Motivating student's to attend every class is essential to success.

In recent years, students have become more disrespectful to instructors and fellow classmates. How do you handle this situation?

After 11 years of teaching and just when I think I've made every mistake possible I find something new. I've mispronounced words, made errors on tests, explained things backwards and just about anything you can think of. I have learned that you just have to keep your sense of humor at all times and don't be afraid to laugh at yourself and admit when you make a mistake. Students are pretty understanding especially if you correct your mistakes. If I have a bad question on a test and students make a valid point I throw it out and everyone gets that point. When students question something as long as they can show me where in their textbook it says different then I have no problem correcting things.

one stressor thet could be eliminated si deciding on the correct course text books, many time there are books being used that instructors do not have confidence in, some use the book some do not some openly critique the book, this a stressor for the students