As a new instructor, I have noticed that the students expect to be "spoon-fed" information for tests and quizzes. Since the class I teach is part of a certification exam, I expect the students to take the initiative to study and learn the material. By this I mean that I am not willing to have a review before a test/quiz that is an exact replica of the test/quiz. These students have come to rely on this "spoon-feeding" from their previous classes. I actually had a student tell me that it's not fair that I cover the info in class twice (once to introduce it and the second time when we review) and expect them to study on their own for tests. The students have their books, copies of my powerpoints, the review cd that came with their book, and access to me for any questions outside of class. How can I change this behavior?

All students will experience some degree of trepidation. "things that go bump in the night" Are we apprehensive of the noise itself? or rather what caused the noise? A good well planned syllabus will help to alleviate the fear of the unknown by giving the student a "road map" for the course.

I have tried two techniques in reguards to a noisy classroom. If my class can't be quiet after previous attempts then I completely stop speaking. I reinterate that I will not speak when others are speaking. The second method I use is stating on the board the next topic that will be covered and the test date. Then I begin lecturing about the next topic emphasing that every word being said will be on the next exam. It has worked several times, but it depends on the students. I am asking are they any other suggestions that can be used? Ms. Noel

Stress is a very bad thing for our lifestyles, because it can create health issues such as high blood pressure, anxiety, and lack of sleep.. Exercise can help reduce stress along with good sleeping habits to perform at a high level in the workplace.

Do we chase after student to find problem? Do we quiz students seated near him/her? Was sickness or restroom call involved? Medical problem? Does student exit on regular basis?

I'm amazed at what students will try these days. They have definetly gotten creative. I had one student try to send text messages with the answers to other students during class. That was the last day bookbags and purses were allowed at the desks during exams for that class.

Answering Questions – The instructor’s job is to help students learn. A common complaint I hear from students is that their instructor wouldn’t answer their questions. This sends the message that the instructor doesn’t care enough to help students. Or, it may be that he or she doesn’t know the answer. But if that is so, the instructor has displayed disregard for students by not being prepared to answer their questions.

They’re easy to spot, and every year they seem to grow in numbers. Disruptive students can interfere with learning and erode the classroom environment faster than you can say “For the hundredth time, there’s no eating in class!” They’re the students who are chronically late to class and yet always want to sit in the seat farthest from the door. They’re the students who interrupt at critical times, and question everything you say. And sometimes they’re the students who spend more time sleeping or texting than paying attention. I believe that if you provide structure and stay with it even if it means one on one talks, you can turn around students with behavior issues. You have to find what works with each student since they are all individuals, they need to be treated that way.

The common thread running through the literature about disgruntled, unhappy, angry students is this: communication. Most of the time, these students simply feel that they are not being heard, being listened to. Giving them a forum, whether during class or in private during office hours, generally resolves whatever conflict is happening within the angry student. The first instinct of the instructor might be to simply ignore them, and while this approach may avoid a public confrontation, it probably won't solve the underlying problem and allow the student to learn the material

I believe that when you introduce something new to your students, you need to make sure they understand it. I do this by showing the students examples and working through group assignment, where each student is working through a problem. Once you break it down, have them show you that they are understand the assignment, they will be successful in working them individually.

Instructor to often try to have friendships with there students It becomes a conflict and students lose respect for the instructor so there is no learning.

I am human and am bound at some point to make mistakes. When I do so, I admit my mistakes and move on. By doing so it is another way to show the students that I am a normal person. It also shows that I am not perfect and neither is any doctor, nurse or person for that matter. I don't expect my students to be perfect. I expect them to do their very best and understand the information we go over in class. To understand it doesn't mean and A or being perfect.

I am very firm when explaining my cheating policy on day one of class. I tell them that this explanation will be their 1 and only warning. If I see or suspect cheating, I will say nothing. I will walk over and politely take their test/quiz. If that happens they know why and they know their grade will be a zero. I tell them that we will NOT discuss the issue. I will not monopolize the classes time to discuss it. The rule is the rule and they need not even go to administration. I do explain though that as the instructor when I am walking the room that I am NOT in between students so I have no idea if they are talking about meeting up after class or really asking each other the answers to a question. If it appears to be cheating then I consider it to be. As for eyeball rollers, I tell them to let me know in advance that they tend to look around the room while thinking about an answer to a question. I tell ALL students to keep their answers to themselves as assisting with cheating by keeping their answers open for the taking is considered to be cheating as well and may earn them a zero for a quiz/test too. This usually leaves the actual cheaters without a means to gather information from someone else.

If you get too deep with college stuff on the first day with discussion your class information; maney of the students will not comprehend you by being overwam with course information. it all new information. The second day you can comunicate with more comperhension.

I recently had a relatively good student doing not so well on tests. I have noticed she does not bring a book to class or take notes in class. When speaking to her about this she told me her other teachers wrote all the notes out for the class on the board and they just had to copy. This does not seem to be affective learning to me. At college level I feel they should be taking notes as we cover material. I use power point as well as class discussion of book material. Any thoughts on handling this situation?

Creates numerous conflicts and complicates the success of the learning process.

Placing students in small groups is a means of allowing even quiet students to become involve. A team spirit is often created in small groups and the team most times will encourage each other to become involved.

I have learned in the last two years of teaching, that students have an excuse for everything! My struggle has been to be empathetic while still enforcing the rules. I've learned that if you treat the situation with understanding, but also explain that rules/policies are in place to make them better students, they are usually more understanding.

One relaxation exercise you can do at your desk is to sit up stright in your chair, extend your arms, cross and grasp your hands. Now, pull your hands under and up to your chest. Next, take in a slow and deep breath inhaling as much as posssible and exhale while firmly holding your hands to your chest. Each time it will stretch the muscles in your back and chest and give you a feeling of relaxation.

I have found that often, students need to be mentored and encouraged. I have done this as a trainer in corporate America as well as here at CEC. The value of encouragement can mean the diference between success and failure.