I have very limited stress. I have learned to manage my stress well.

I manage my time very well. I ensure that I prioritize my time based on deadlines.

All instructors should manage their time based on their priorities.

First let me admit that I am "experienced" in that I have been teaching for a while, long enough to remember a time before the internet was in our pockets! I am seeing a trend of more and more instructors connecting with students on social media such as Facebook. And frequently it is there that a line really becomes blurred. As such, I will not accept students as friends on Facebook even if they ask. Once they graduate and get into the profession I will happily accept. I wonder how many of the instructors who are participating in this forum do accepts those requests and how to they keep those between professionalism and friends from blurring. And/or do instructor create a separate and distinct page for true instruction?

I do like some of the suggestions. I would also like the course to discuss stress from management and poor supervisors

I am finding the ideas and websites very helpful

I am happy to have found this topic, as this is always an issue on how to set priorities on topics to be done.

One of the very few things that brings relief to my unwanted stress is tending to my garden on a daily basis. Ten minutes of tending or a half hour of watering gives me time to unplug and relax, give it a shot. The harvest provides additional activities and enjoyment as well.

This section stated that there is no such thing as a healthy stress that helps with productivity; this is subjective. 1. Have you ever been shot at? 2. Have you ever played sports? Stress can cause a release of adrenaline and adrenaline definitely helps you focus and be more efficient at whatever task is at hand. I think that if we compare unwanted stress versus measured stress then we might come to a better understanding of the pros and cons of stress. Is it not beneficial to put yourself in a stressful situation or stretch your comfort zone to improve yourself?

It was mentioned in this section that the top two sources of feeling disorganized (stressed in my book) are a messy house or an unkempt yard. I believe this completely as I always feel a lot better after I finish cutting and trimming my yard, it's clean and organized and it makes me happy. I know that it's going to keep growing and I know that I'll have to cut it again but the feeling of accomplishment and calm after cutting the grass is a good one. This same sense of accomplishment is hard to achieve with other ongoing tasks because, I believe, there is not the same sensory reward at the completion of any other task. If you can't visualize a fresh cut lawn and the smell that goes with it then I feel sorry for you. Do you reward yourself for completing ongoing tasks at work or at home and if so, what do you do?

I had a boss that would bring a football to meetings sometimes. Only the person holding the football could talk. We had an agressive know it all, arguer and for the first time I saw him calmed down (as much as possible) However, intead of focusing on the meeting, he just kept trying to get the football, haha. This seemed like an effective way to control participation and break the monotony. Obviously, I would use it primarily for group discussions, but can anyone see any drawbacks or add anything to this idea?

There may be something about this in the forum that I missed, but I'm wondering how instructors have dealt with anger when it's students angry at another student for whatever reason.

The guide is the best style and it has a bit of essence of buddy and controller.

I have often encountered the "I have to catch the bus so I have to leave early" excuse. I guess I identify my inner "buddy" instructor role, but I often have sympathy for the student who has to rely on public transportation. What are some techniques to curtail this problem?

I usually walk around the room and have found it to be very effective. The students watch and listen and I have their full attention. They definitely enjoy coming to class with an instructor like that instead of one siting at a desk .

I'm a very laid back person, and often things don't bother me. For this reason, I often let things go, that are actually bothering the other students. Namely, talking while we are all supposed to be working on a math problem. A principal once told me to use this, and I liked it, " Do not mistake my kindness for weakness" It hits a chord with students, reminding them that because you are fun to talk to, and laid back, doesn't mean you are willing to look the other way when rules are broken. I also like the specific words use in this lesson, directing the suggestions towards the behavior, not the student as a person scott

Do you think I would limit valuable questions with the use it wisely flash card technique?

I am a new instructor so this module really hit home for me. I have already begun to take notes as to what can be done next time. I made some rooky mistakes already but have made note on what they were and have begun the process of making sure not to commit these "sins" again.

I once heard an instructor say that if a student wants to cheat, then let him. The student only hurts themselves in the long run. I find this statement hard to digest because in preparing students for taking a registry exam, a teacher should want them to not rely on cheating and want to focus their energy on learning material.

I currently have a few students who already work in the patient care setting. I find it difficult to engage them when it is about topics they are already familiar with. However, I do get more of a response when the material is more program-specific. Any thoughts on engaging them during the material they know?