I have made some of these same mistakes when I first started to teach. The one that stands out the most is letting my students know that I have not tought this class before. I like the example of letting the students know that I am an expert in the field with 12 years of experance.

When there is a hostile student acting up in class, when do you address the issue? At the time the student makes their comment? Or do you take them out in the hallway at break?

Having the center stage student be the quiet observer was a great suggestion. I have a student that fits this discription exactly. I will try this approach with her.

How do you address an absent student an assignment time line?

No one is perfect, therefore mistakes may occur from time to time. But, I have found that acting professional in your demeanor begets respect as well as being prepared for your class mentally and physically. Also, being organized and having the proper instructional materials ready and following the course syllabus will alleviate many mistakes. From time to time a situation may arise that you haven't dealt with before and you must have the confidence to be able to resolve it.

I have found dealing with students with behavior problems that disrupt the class to be one of the most frustrating experiences to cope with. My strategy is to take the student aside and listen to their complaint and try not to become defensive or judgemental. After the student has vented, work toward a positive resolution. If you are unable to resolve the situation with the student, it is wise to document the situation and follow your companies policy regarding the situation. And, don't be afraid to include a third party (instructor, supervisor, etc.) as a witness especially if the situation escalates or gets out of control.

I agree with the assessment that we must first look at ourselves as instructors to see if we are not communicating effectively with a challenging student. Have we set clear expectations, goals and deadlines for assignments in our course presentation? Also, we cannot blame the student with behavior issues if we have not first done our part to support and encourage him or her. I have found in my teaching experience many students with behavior issues lack self confidence and need structure, support and encouragement to help them suceed.

This course gave excellent examples and insights on how to keep a course interesting to a diverse population of students. Although I currently employ some of these methods described as part of my class instruction, I did learn some new "icebreaker" techniques to help my students learn to work as a team and see the value of the information provided in the course outline.

A major cause of stress for me is trying to do everything for everybody. If an instructor is absent I am often asked to cover for them. If a student group needs mentoring I volunteer. If a coworker needs help with putting together a lesson plan I am there to help them. This module will instrumental in helping me to prioritize which tasks and requests are most important and doable according to the time that I have available.

I think building a good relationship with your students will help make your day go by easily.

I listen and let them express their feelings.

I set a specific time and date for homework submission and that it teaches them how to be responsible in everything they do.

We need to be patient at all times.

I teach in the clinical track with dental residents that have just left dental school and have been taught the A-Z of general dentistry. To place there education and limited clinical experience into the "real world" experience with examples of creative dental treatments captures their minds for the beginning of their one year residency program. For the dental hygiene students we teach, they see the potential for their participation in the private practice of their future. Is my situation different from the adult education programs others are involved with and with witch I am unfamiliar?

I find making a organized list of things helps out. The only problem is starting by putting it on paper.

I have to employ several techniques. I make a basic seating chart, and as the students stand up to answer introductory question such as "What I am known for" I will note down their name, a physical characteristic and a point of what they shared. I will also have them put up a name tent using a 5X7 card. The students will pick up and return the card daily. I use these cards to take attendance, divide students into new groups daily,and put personal notes to the students.

I've found that by organizing tasks in the same style covered in the module, that it is pretty easy to complete what needs to be done in a timely manner. What is complicated is sometimes putting aside ego or urgency when working through the task lists. Students should always be the priority though since they are ultimetly the customer.

Dogs live in the present and seem to be happy animals. Making a "to do list" and looking at that long list seems very depressing to me. Of course preparing for classes is very important and a certain amount of time managment is neccessary, however after several years of doing it, it has become rote. My life experience has shown me that most of life's stresses are self-imposed with nonexsitent urgency.

I think the process of writing your tasks down is a very good thing to do since it lets you cross off tasks as you complete them and you don't forget anything.

I find that angry students really just want someone to listen and hear what they have to say. When I notice a student is acting out, I like to pull them aside after class and give them a chance to discuss any issues they may be having. Most of the time, they can vent and feel a lot better.