In the classroom I maintain professionalism and hold students accountable to their professionalism abilities. I believe that leading by example is a strong visual of what is expected in the classroom.

I am so very grateful that a coworker turned me on to a small expandable filing box that helps me to organize my entire session. Does anyone else have any helpful tips for a new instructor? This filing box has made my life so much easier and WAY LESS STRESSFUL.

A good diet can reduce stress and increase productivity. It is amazing how a lot of the people I know are in the medical field, either as an Instructor or Clinical and do not practice what they preach.... Changing my diet over the last two weeks has increased my energy and attitude. Stress has been reduced. Try it.

A system that makes grading homework’s faster may take some time, but in the end will serve as a priceless tool in time management. Making answer keys and bubble sheets takes some time but in the end saves me endless hours of grading. Another tool that has proved to be priceless is investigating the CD ROMs that come with the text books for assignments that are self grading.

I have a slightly different situation. I am not a classroom instructor. I am a clinical coordinator and have to visit students while out on their externships. This requires a different approach to getting students to follow policies while with "strangers" and still enjoy the learning process. I only see my students for a few hours per week and it's a constant struggle to maintain that much needed balance with them. I still would never pass up the oportunity to see that "ah ha" look in their eyes when they realize that the instructors they had knew what they were talking about.

Alot of the information in the course "ED110 - Time & Stress Management for Instructors" I have been using copping mechanisms like exercise and breathing along with getting mroe rest and it has been very beneficial.

I get students that band together and become useless when devided. I would appreciate any ideas to fix this problem. thank you.

Writing an examination is very stressful activity. The more the student is not prepared the more stressful the examination becomes. Most unprepared students try to cheat because they fear to fail. I just completed my Post Masters in Software Engineering and still had examination fever. It is the responsibilities of us teachers and instructors to make examination less stressful. Using continuous assessment method will reduce students cheating. I assess my students based on assignments, lab activities performed, midterm’s exams and final examination. By doing so reduces stress and potentially reduces students cheating in examinations.

It is so funny to read this module and relate it back to my first day as an Instructor. First of all I shadowed the Instructor that I was replacing in the actual class I would be taking over for the betterpart of 2 weeks. I felt that I was well prepared. My first day I was literally like a deer in the headlights. It was as though I could not find my voice. The truth is I did not know what my teacher voice was yet. I am a Medical Instructor and the Medical field is so varied that you may work in one area and never utilize skills you learned in school. If you work in different medical specialty you may utilize a entirely different group of clinical skills. I thought I was relating to my new class by telling them that I would be learning along with them as some of the theory/applications they would be learning I hadn't used since college. This was obviously a mistake and no surprise that 2 students complained to the Dean (my immediate supervisor)that I did not "know anything". I apologized to the class the next day saying that I made a mistake in presenting myself in such a way as to not allow them to have confidence in me. I went on to explain my many successes and experiences working in the medical field which boosted my confidence in my teaching ability as well as their confidence in my ability to teach them. I had found my voice!

I sometimes have a student in class when I ask questions during lectures who always IMMEDIATELY answers the question so that no one else has a chance, even if you are looking directly at another student. Any suggestions for politely saying 'let someone else answer once in a while!'

this was a great tool to help the new instructors get their foot in the door and get ready to what their about to face with the students. I REALLY enjoyed doing this 104

this is really helpful, reason being is that it helps me work with those students who are cheating, or not speaking up in class and get them more involved and having structure overall in your class.

so far this has been a great ED104 it has been showing me how to deal with those type of students that are just not getting them and help them get on track, especially those who are not intersted.

I never really thought about how turning your work on time for students helps them understand that at their job this won't float if you don't do it. i know at work we need to, but letting the students undersatnd that will help them get the point. I also loved the topic on Psychomotor

I was somewhat put off initially by the excessive use of abbreviations in this course because it made comprehension of the material very difficult. Once I got beyond that I found this course to be an exceptional resource for someone like me who has an experiential background versus an educational background. I now have a much better idea about how to design and present a course syllabus and get my students engaged from the very 1st class.

I have a huge problem with students using cell phones in class, especially during a lecture. I understand that cell phones and other electronic devices are a huge part of our lives now, but how do I get my adult students to understand that there is a time and place for them. Am I asking too much to have them be without their phones for tow hours?

I am a first time instructor and am constantly being challenged by one specific student. She is extremely bright, but she cannot stop second-guessing everything I say. I have a lecture all set out with power-point. She will have read the chapter we are discussing and continually skip ahead. At one point, she would try to correct me or challenge me continously before I could finish my sentence! I am worried for her because, although she is smart, she lacks the humility that she needs in her career. How is she going to react when she challenges a doctor in front of his/her patient and they yell at her? Any suggestions on breaking her bad habit?

I have had professors in the past who have stood in front of me and talked forever about their personal issues that had nothing to do with class. I agree that talking about those personal issues take away from class.

This is seen so much as many adult learners have so much going on in their everyday lives then having school on top of it causes some issues. These issues are then usually taken out on the professor who has nothing to do with the issues that the learner is facing.

I have seen all these learners: Apple polishing,center stage, inactive; this section has given me what I need to engage them and perhaps make the learning environment more conducive.