Keeping students engaged and excited about their education is a benefit for both the institution and the students.

Being prepared for class allows the students to maximize their education.

What is a stressor that you have managed to successfully eliminate? How Did you do that and can you offer an action plan for your fellow stressed out instructors?

What are your feelings about how rubrics help in the grading process with essays and projects?

How Do You teach someone else not to procrastinate? We can talk about it in theory, but what makes people change?

I have a difficult time remembering names. Any ideas or tricks to remembering names easier?

I have found that you can set the atmosphere for the quarter on this first day. If you give the students information on the course subject and your expectations on how you will handle homework, classroom activities and exams the students will relax more and learn more.

The "Task List(s)" in the module remind me of an organizational technique -- both a discipline and a set of deliverables -- from David Allen known as GTD ("Getting Things Done"). Allen's approach is very formal and involves a rigid grouping of tasks, but takes things one step further. In addition to the task itself, GTD advocates for listing the NEXT ACTION(s) required to execute on a task. VERY useful.

Sometimes I think the angry student is upset about something that has nothing to do with the class or instructor. It is important to listen to that student, not to pass judgement and certainly not to let it disrupt the class.

It is important for the students to know what they can expect from the course and how they are going to accomplish those expectations.

I know that my style has changed as I have gained more experience as an Instructor, but I never thought of myself as a controller, buddy, apathete, or guide. It is interesting to know that you can be a mixture of each one, do well, and still grow as time goes on. I have also found a new way to look at the way adult students would like to be managed, disciplined, and spoken to. I really appreciate the information and plan on applying as soon as tomorrow.

we put a section in our syllabus regarding the expectation of professional behavior. This is presented to the students on day one so we are able to set the expectations for the students from the start.

One of the most difficult situations I ever had was 2 students that got in an argument that almost ended in blows… not even HS or College kids they were adults in their 40’s. I had to quickly act and get their attention, I heaved my training book at the front wall (did want to hit anyone LOL) to make a loud noise and then sternly asked them both to exit the class to the hall with me, and told them both that they would be removed from the class and the school if they didn’t calm down and act their age. I won’t go into the details of what started it, but the gentleman that was out of line and started was asked to leave for the night.

I think that we have to somewhat pick our battles when thinking along the lines of adult education. At my location the students are required to wear school specific scrubs. When the students go on externship they may also be required to dress according to their policies/procedures. I usually allow those students to take an extra 5 minutes (again..depending on the circumstances) to be dressed appropriately for my setting. A little understanding allows the student to meet the needs of the externship as well as my institutional needs.

I try to encourage our new instructors that everyone is nervous. But also that even on a bad day, you know more than your students, be confident and they will follow.

I find they often are bringing in outside issues. May just need someone to let them vent, they may not have that outside of class.

Helping students use school resources more effectively as well as not seeing themselves as victims in there own life helps them be more committed to completing their education commitment.

I try to make sure students are very clear about grading practices and expectations so that they can focus more on content than a particular grade. I think this encourages them so be successful and not "beat down" by a arbitrary grading system.

I have found this very reassuring. All of the topics were things that I have thought and or felt. It was nice to see I am definitely not the only one.

I have had a student that every time I gave instructions they would do it differently. When I approached the student about it they would say they were do the lab the way it was instructed. I tried to bring the class back together and demonstrate the instructions again. This did nothing the student still refused to do it the way it was instructed. How do you deal with this type of student?