In my opinion, the four steps mentioned in this model are maintained and gradually play a vital role in the classroom. These goals are growing steps in any instructors career. I have been in education for 12 years and these are all qualities that have grown and been instilled in me over my experience in the classroom. Does anyone else feel these qualities are attributes that help you grow in education and in the classroom?

give them an assignment to present to the class as part of the class

If I have two students that are having personal issues that do not actually pertain to school but rather to their personal issues, how do I handle this without letting it affect my relationship with either of them?

Sometimes these students ask very good questions making you realize you could present the material more clearly. This can also be a good opportunity. Make it a class effort. Ask the class how they could achieve a solution and coax the answer from them. Develop the problem solving and reasoning skills they need. A discouraged student may be inspired by this. It can boost morale and increase participation. It may also decrease the amount of times the chatty student raises their hand.

I believe Classroom Management is the key component in any educational setting. I believe that if students are in a safe environment, then learning can take place. This doesn’t necessarily mean punishing behavior problems but rather a combination of setting the tone in a class, preventing behavior problems with interesting and engaging curriculums and effectively including all students in the classroom so that their needs are met. Having the right environment for all students to learn is my major goal of implementing good classroom management. Without it the students would not be able to learn.

Always come prepaired

Dont make it over whelming while teaching

I try to have many real world examples for my students. I tell many of my own professional career stories to help them.

I find there is always at least 1 quiet student in a class. I teach programming which is a very hands-on skill. It is important to figure out how to help these students. Are they bored because they are already familiar with the material? Are they lost? Are they embarrassed to ask questions? Do they feel helpless or too far behind to recover? This is where the old-time psychology of the master-apprentice come in handy. Work with them side-by-side to show them how it is done. Give them an orderly process to accomplish a task and succeed. I find the "Like this, see!" method works well. This tends to make them a lot more comfortable, draw them out of their shell and begin to build confidence. They can see the complexity level is much less than their anxiety led them to believe. Does anyone have some other tips?

Stress is the number one factor that needs to be managed and overcome

I taught a class last month and realized that half of the class were getting C's and the other half,B's. Quite a few students approached me and asked why this is so. I made a huge mistake my telling them that the materials covered in this class are abstract and no one usually gets an A. It didn't took me long to realize that my remarks had a negative effect on their morale.

I have never caught any of my students cheating in an exams. However, school policy dictates that the students automatically gets an F and will have to repeat the course.

I know there isn't a shortage of challenging students in any given class. It can range from being disruptive in class to being a complainer regarding the grades they received for every test.I usually address these issues in the end to avoid taking much needed time away from the class.

Majority of my students have a life outside of school-kids, work and in one case; a caregiver. I usually stress the importance of students being able to meet deadlines regarding assignments to better prepare them for the real world. However, I fully understand that situations may occur that may prevent a student from being able to turn in their assignments on time. I am flexible and will deal with every student on a case by case basis.

I have been educating for awile now, in many different environments. I have found myself overpreparing before class to calm my nerves and to get instant buy in from the students. I have found that this is of utmost value, even if you do not have mastery of the content you are teaching. It not only establishes credibility, but it gives momentum for the class, making it easier to flow through the rest of the class and build as you go. It is harder to catch up than it is to keep momentum going.

I have found that in addition to the opportunity to cheat, when students are unprepared and are not getting the material, find creative ways to do this. Not only are we enabling them if we allow them to cheat, we are taking away thier ability to learn in both the class room and in life.

Keeping the disengaged engaged is a key topic to understand in the classroom. Some key strategies that I implement is by breaking my content up into sections and then getting the students to engage between each segment. In addition, I do alot of pacing in the class and am always finding creative ways to illustrate topics to the field the students are going into.

What I have found is the link between stress and consistency in the classroom. Moreover, when the students get the structure and communication they need and this is done consistently, the stress of the students goes down and their production goes up. Ultimately, optimal structure with consistency leads to the lowering of student stress.

this was a very interesting section. I am always very engaging and animated in my teaching. that's just me. I find my style invokes participation and debate.

this had been a really lesson and especially the Harvard videos explaining the quadrant and the "I am in or out" analogy.