I beleive that it is extremely important to make sure that the syllabus is written in such a way that is free of any words that could misinterpreted, so that all individuals would have no problems with understanding. As it serves as the manual for that course. Being able to understand it will be less stress on the professor.

I like to leave myself little notes on Posties. I will make a To Do List by writing down projects that I need to get done thoughout the day or week on Posties. I hang them on my desk and as I do them, I can peel them off and throw them away and it gives me a feeling of accomplishment. I feel this helps relieve some stress. It also gives me a reminder everytime I sit at my desk what still needs to be done.

I have found that there is always at least one or two students who claim they weren't informed of their responsibilities as far as practical assignments, and/or the content and scope of the exams. As a result, on day one I give an additional hand-out in addition to the syllabus and any other hand-outs. This additional hand-out outlines these requirements VERY specifically, and I require that they sign an acceptance sheet acknowledging the receipt and understanding of the hand-out. When I get the inevitable blank stare, I can pull out the sheet, and prove that they were instructed of their responsibilities.

THERE SEEMS TO BE ALOT OF THIS GRAY AREA BETWEEN STRESS AND BEING A VICTIM . HOW DO YOU SEE THE DIFFERENCE IN YOUR SELF OR OTHERS ????

Lately I have been telling myself i need to do this task faster or better and just not kicking myself in the you know what to do it. due to double shifting and life at home i have been runned down.I have 5 kids and work I admit to having to manage my time different. I have started to open up myself to alternative ways of doing things. some work and some realy slow me down. its like a small child who says they dont like the food you made and never had that dish just try it you might like it. I have the will to do better at what i do and the drive to do it faster but at times i realy feel that my hands are tied behind my back because i have to wait for someone else to do their job in order to do mine and i have a hard time waiting for others to speed up what to do till then ?????

To do lists can be helpful, but only if the author actually gives that list the attention it deserves. I think that the list should include items that can be easily conquered, thereby adding to the notion that the chores can be wittled down and the larger tasks can be helped along by victory over others.

I think that proper and knowledgeable use of time management will greatly influence the time and order needed to complete a to-do list. I write everything down so I don't forget. I also have my students write down on a post-it when they have requests from me that I can't attend to immediately

with a class size of 6, i have one student who remains silent. I've broken into groups of 2 with little luck.

I had a student that constantly fell asleep in class. I confronted the student on the issue several times and even kicked him out for the day. Administration stated it was his meds and so I needed to keep him in the class. it became an issue for the other students.

There was no established rule in my sylibus to address late assignments. When a late submission occurred, I was caught without a plan. Unaware of a school policy on the issue, i improvised but then needed to append the sylibus so all would have the same understanding.

When I went to college, I absolutely resented how I was forced to get my degree through the three R's... Read, Remember and Regurgitate. I want my students to not only read the books and materials that I assign to them, I want them to understand the material and the proceedures. I think that if they understand vs memorize, they will really learn for life not just for the moment. For this reason I do not believe in just assigning reading and then testing. I do not believe this ensures that the student really knows the material. I have them do multiple in-class interactive assigments that show that they ALL get the proceedure not just memorize the steps and then test. I am so proud of them. They are proud of themselves. I love being an instructor!

I have no issue with answering student's questions. The problem I am having is that I have a few students that use their relevant question to then expound on a rant about what THEY really want to talk about which then somehow always happens to turn into something about them and their personal life. It usually ends up being nothing near on the subject and disrupts the entire class. How do I curb this? It doesn't seem right to not allow for questions.

I am curious as to how to handle having a student who is very excited to learn and eventually venture out into a career that it seems nearly impossible for them to succeed in. This student cannot spell, has extemely poor study habits, is often late for class, is disruptive in class, has many visible tattoos and piercings, has to be forced to "work" in lab and is holding a passing grade by the skin of their teeth. I have offered tutoring (which is unpaid for me but something I have no issue with and think is very important). I have had no response. I have tried to guide this student by discussing what is expected in the mainstream in this line of work. Nothing seems to phase this student and the behavior continues. Any suggestions?

I thought that this course outlined and gave many great examples of disciplining students within the classroom setting. In the educational setting where I work this is an issue that is ongoing. Students not being respectful of the instructors, students sleeping, and constant chatter amongst the students during a lecture. Another problem that we get a lot of is students using their cell phones during lecture time. Education for adults has proven to be a challenge to the instructors in the room. Many of my instructors have a feeling that the students bully them, most of this happening when reviewing tests with them.

I have been teaching for 3 years now, (I know it's not very long) but when I first started I was scared to mess up. I didn't know how it would be to stand infront of a large group of people and lecture or teach. Maybe if I was prepared better by my director at the time I would have felt a little more confidance??

I actually caught one of my students cheating on a test in class, and we have a ZERO tolerance for cheating... The student got kicked out of school. I felt really bad, but I do understand that policies are in place for reasons. How would you feel about catching a student cheating and ending up getting kicked out?

Sometimes students just want the attention they do not have in their personal lives, and by them coming to class and geining the attention of their teachers and classmates it makes them feel important, and valued. What do you think?

I've found that adult students often have problems that are specific to their age group and which often follow them into the classroom. for instance, they may have job or childcare issues. Does anyone have tips for how to maintain a balance between maintaining a professional class environment and yot being sympathetic to these students?

As a new instructor I am wondering if anyone has any suggestions as to how to teach an seemingly out-dated approach and still set my students up for success in the "real world"?

I interact with my students in the classroom as much as possible. I had a few students that were otherwise preoccupied while I was lecturing. I decided to change my lecture style to include random questions to each individual student. They never knew when I would call on them and the questions always started an interactive debate. Now I have the students full attention.