Having a feeling of anxiety is not always a bad thing for instructors. It pushes us to prepare to alleviate these feelings. If after preparation we still feel uneasy, than maybe we are just putting to much pressure on ourselves.

The best way to deal with challenging student is to interact closely with them. Sometimes they are just looking for attention and for someone to care about the. Of course one student should not take all of an instructors attention, but some need it more than others.

Unfocused students can disrupt the whole synergy of a class. This type of student may need different means to learn and stay focused. Just lecture will put anyone to sleep and make it seem as if they are lacking focus. Sometimes students have outside issues that keep them from concentrating as well.

As a new instructor, this section was very useful at quelling many of my first time jitters.

This was a very helpful section of the course. I truly believe that adult students are bit more challenging since they are at various stages in their lives.

try to have student not to close to one another.have different questions on the test will reduce chances of cheating

encourage discussion and group work in the class,motivate the student by offering new challenges is a good way.

you are a great example,show the student fairness and professionalism

show respect to the student is very important for them,this form of continual attention does says alot about you

I've tried handwritten lists, planners, Outlook and Google Calendars and Tasks. My problem is that after I make a list, I have trouble keeping it in front of me. My duties take me from home to office to seminars and conferences to the classroom. Somehow, I manage to find myself away from my task list, sometimes for the better part of the day. When I finally refer back to it, it's too late, and important tasks have been forgotten. Does anyone else have this problem? Seems like it may be a discipline issue, or simply an adversion to structure. I've always been a "go with the flow" kind of person.

Is e verything equally important. Not unless, we believe it is so. This perception overwhelmes me. The section on prioritizing the to do list has been useful to me. I can see on paper what is my first priority. I don't necessarily have to try to do everthing at once. Storing everthing in my mind works haphazardly. I hope to be able to keep this to do list on an on-going basis in the future.

If I dont know a answer to a question, I would tell the student I will find the answer and get back to them. We are here to teach, as well as continue our education as instructors. I feel that is showing I am human and can learn every day also.

How do you cope with the stress caused by a student who is always eating, even though I have asked him not to? He can not be trusted and is always lying about things that I have caught him doing.

As a visual learner myself, I find it more affective to use visual aids that might help the student to understand what the expectations are. It also gets the student excited about what they will be doing.

I find that sometimes because I tend to be very busy in preparing for the current class or maybe try to get ahead for the next class, I am unable to detect student needs sooner.

Showing the students that you really care about their success and showing them how you are assessing them usually works for me. I tell them how they can be successful but because of certain behavior or reactions to certain situations their grades will suffer.

It has helped me to call on the students that seem to have difficulties concentrating and asking them to stay after class. I usually would discuss my observation and ask what is the difficulty on their side. I very kindly tell them that their behaviour needs to improve for their own benefit. More than usually, if you show them that you care about their success, they will start to improve their behaviour.

I enjoyed this particular portion of the course. It gave some very helpful tips on dealing with the array of students that are in any given class.

I try to keep my learning material exciting to keep eveyone focused.

When I make a mistake, I point it out and make it a learning moment... whether it is making hollandaise or beurre blanc, I always say "Okay, this is how "NOT TO" make the sauce!" Usually I will get some laughter but then I go into what made the sauce break or why the heat was too hot, etc. What you need to do is show that you must understand how to fix the problem and not give up. I make that the learning outcome. How to fix the problem is what we are trying to teach the students as well. ~Louis