I've definitely learned to make, and re-make, to do lists during this session. In a compressed semester, deadlines come up very quickly, and new demands seem to pop up much more frequently than during a regular 14-week in person class system. My tendency is to miss discussion meetings - which unfortunately meet on different days, at different times, with no reliable pattern - unless I clearly mark them on the calendar and include them on my to-do list.

Over the years I have been involved in martial arts, but sometimes go months without going through a normal daily routine. It is during these times that I feel the effects of stress more and more. Even stretching out for half an hour each day helps immensely in reducing stress.

One obstacle that I'm not certain falls under any of the categories is allowing unexpected events to wrest control of our schedules from us. I know that I frequently write out schedules and task lists, but then have difficulty in keeping the schedule. What is needed (at least by me!) is a way to factor in time for the unexpected when making a schedule.

I find using humor in the classroom helps to engage students. Doesn't particularly matter what brand, but mine is usually a dry wit. I also think it initially sets a comfort level with the students, particularly for those of us who always "look serious".

I had a very disturbing female student situation. She seemed quite eager to learn and a little demanding of attention but a rather capable young lady. Near the end of the term, she became anxious; because I had been working w/ her throughout and thought we had established an open dialogue, ignored the signs. I was working w/ another student, she intervened as usual, told her I would be w/ her shortly but she insisted I work w/ her then. The situation escalated so I left the classroom, she followed me. When I reached my office and tried to close the door, she put her foot in it. After some discussion, she left. I couldn’t reach security but found them after she left, this was an evening class. Spoke w/ my supervisor, had her removed from my class and asked that she not be put in any other class of mine.

I feel that as mentioned in the course materials, true/false and multiple type questions are easier to grade and also more objective. Essay questions and papers are more time consuming to grade. However I think these assessment methods are also important as they help build students' writing skills. I think a combination of multiple choice and essay questions/ projects is the best option. What do you think about this ? Seema Vaid

I sometimes feel like online instructors tend to multi-task too much which results in difficulty in focusing on the task at hand. There are instant messages, e-mails, social networking sites ( too many distractions) I am finding this to be a challenge and also the reason why I procrastinate on some of the tasks. There are just too many distractions. Do any of you feel the same way sometimes ? Seema Vaid

I think this time of season is particularly stressful due to the additional obligations many of us have. It is much harder to find any quiet time at work or at home.

Focus on your students. As instructors we must be able to cater to a verity of different personality and learning styles and make sure that we are getting to all the students the curriculum that is set for one specific course.

At my program, the student body is primarily made up of females. The ages vary from just out of high school to older women changing careers. Management issues seem to stem from maturity differences. How do manage or prevent the "girl drama?"

The strategy for grading homework that was in the lesson was not very helpful to me. I teach a hand drafting class. Each week the students turn in a drawn assignment. There are three areas that I access: Lettering, linework and layout. Each gets 33 points, with the extra point being for exceptional work. I red line each drawing, pointing out what was done incorrectly and where improvement can be made as well as pointing out what was done correctly and where improvement has been made. This takes a tremendous amount of time. Is there a better way to do this?

When I grade DB tasks I read the DB comments as they appear each day and make notations about them in a grade book. When it comes time to assign a final grade on the assignment I don't always have to go back and re-read everything the student wrote.

I make informal to do lists and make a habit of checking off each item that is completed as soon as I complete the tasks. This makes it seems like I am actually accomplishing things.

I understand the value of a seating chart in the elementary and secondary school setting. How effective is this approach with the adult learner?

Often times we are so busy that we forget that we actually are in control of our time. The key to taking control is finding that balance between work and life.

Most of my seminars are very general in scope. They cover very broad areas of national security and serve as much as a way to develop collaborative networks as they do as an educational tool. Attendees are senior national security professionals who have very specific duties and responsibilities. This means little of what they learn will have immediate, pratical application. Rather, enhanced understanding of goals and challenges helps guide decisions. How do I motivate attendees at this level?

When I used to have 32 students in a class, I prided myself in remembering student names by the second day and by the third day, I even remember their last names too. It always surprised them when I can call out their names; it sure helps in student-teacher rapport. Spending time to prepare for a class certainly takes a lot of pressure when we start to teach and also makes us look more professional, especially when we are asked questions that have relevance but may not always be covered in the day-to-day topics.

Getting the students to write down any grievances is a very good way of 'diluting' the situation. It works in personal situations, so this can be applied at colleges too.

I like this method and will certainly try it out with my next batch of students when we start in Jan. I have a student right now who fits this profile and this will certainly help and also make the class fun, as well as giving other students a chance to voice their views.

Students will always have an excuse regarding late assignments. I use the 'Point deduction' system as well and it is included in the syllabus so that everyone is clear about the rules. And when students are late, I remind them of the rule but also encourage them to still submit them and not give up.