I agree that by giving the student as much information about the class via a syllabus and providing them your clear and manageable expectations certainly voids any notion of ambiguous goals and objectives. So far I am enjoying this module :)

One of the most important aspects of teaching is to admit when you don't know something and that you will get an answer as soon as possible.

My experience working within my industry has given me many oppotunities to manage a wide variety of individuals and this helps me with my students.

My position in regards to challenging students is to try and get on their level and understand what is keeping them from becoming motivated to a career that they personally chose.

This module was very effective due to the fact that my classes experience students from a varied range of ages and education. I experience students that are not coimmitted to the course material and I must engage them at all times.

I found this particular information very helpful. As a new instructor, I have been observing in classes and have seen how some students like to be "center of attention" to the point of other students showing facial frustration. I plan on using these techniques when I begin my own classes in a few weeks and hopefully creating a balanced learning opportunity for all students. Stay Tuned!

I have had some difficulties with this issue. The difficulty is not so much to do with what to do with the cheater, but how to be sure that I am correct with my assumption. I have often been very suspicious that students are cheating, but do not want to embarrass them by a false accusation. I have come to the conclusion that elimination of the methods in which they might conceal cheating materials is my best solution. Again, I have to take control of as much of the situation as possible. Any suggestions?

The adult learner is a different type of student than many instructors have encountered prior. Many of the tactics used to control and engage younger students will not work with adult learners. Adults are much more independent and have been making decisions on their own for some time. Structure seems to be difficult. I like to allow seating to be the choice of the student. When it becomes a problem, I usually give a short break to initially stop the disturbance, and then upon return of the students, change the course of the presentation. This is when I would introduce the minute quize or paper, or break up into working groups. Often I assign working groups being careful to assign at least one of my attentive students to each group. The disruptive students are strategically placed into different groups. The idea of movement around the room seems to curtail what difficulties were occuring prior to break. Ownership of classroom control is on me, not the student.

I am never afraid to make a mistake as an instructor because I am a human being. But the most important thing how I will behave infront of the students. It is always the best way accept the mistake.

The instructor's main responsibility, How we will manage our classroom will be extremely important for our classroom environment and education that will be received by our students. It is grat impact that we have to look in to it.

I belive sometimes students can not understand the reality of their education when it comes to apply to real life. Any guest peaker will help them understand better and find out what other availabiliies they have when they go to field. It is a great motivation for our students.

once we set out classroom environment we also set up rules and regulations. in order to be fair for all of our students we have to very carefull about late assignments. May be we need to understant first what happened to the student we might have to look into it and take as a individual case and evaluate it accordingly.

I believe it is important to "self-prioritize", i.e. to make time for yourself to allow relaxation and stress reduction. I was recently saddled with a schedule that had me teaching a split shit at odd times throughout the day. At first i was chagrinned, but then I made the most of the downtime by scheduling a regular workout at the gym. It has been a great stress reducer.

I wonder if a zero tolerance policy for late work might work better than trying to penalize late students with a 20 percent loss of grade per day. While it seems harsh it is easy to be consistent and rewards those that perform on time.

Today, I was talking to one of my nursing student. I noticed how smart this student was and how detail oriented. She was able to pick up on things that only an experienced nurse would know. I complimented her and told her she will be a good nurse. She commented, "only if my exam grades were ss good". How do you help a student understand that grades are important, but what is more important is being able apply what is learned?

I teach mainly adult learners. I get a majority of students turning in their assignments late and use the excuse that it's because of work. Any suggestions on what is the best way to handle this?

We know that students are coming to the school voluntarily to learn the course but when a student has acedemic deficiency how to handle this situation.

Do yourself a favor and avoid these common teaching traps 1- Aiming To Be Buddies With your Students 2- Being Too Easy On Discipline 3- Not Setting Up Proper Organization From The Start 4- Getting Involved In Campus Politics 5- Working Too Hard And Burning Out 6- Not Asking For Help

1-Remain calm and speak in a controlled manner. 2-Try not to take it personally. 3-Acknowledge that the student is angry. 4- Tell the student that if they calm down it will be easier for you to help them Empathize with the student’s frustration, while explaining the University policy, rule or requirement. Empathic statement examples include, “I can see that you’re upset by this” or “This feels like it’s really important to you. 5- Let them know what you CAN do, not what you CAN’T do. 6-Recognize that, while for some students empathy will transform the situation, for others, nothing you say or do will get through to them. 7-If you feel like you can’t respond to the student’s needs, offer to arrange for them to meet with a supervisor. This may encourage them to “cool down” before addressing the issue again. 8-Afterward, be sure to debrief with a colleague or supervisor and attend to your stress and your needs

Ideas to Improve Motivation 1- exaggerating and/or changing your voice's inflection (pitch or tone) when presenting key information. 2- You can slightly increase and/or change the volume of your voice (speaking rate). 3- Use Preferential Seating 4- Create Low-Distraction Work Areas 5- Restrict Student Access to Electronic Devices and Other Potential Distracting Objects