I am curious how others address the cellphone in their lap or near by "in case of emergencies", and also there need to go to the restroom during an exam.

Do any of you have to deal with frequent cases of plagiarism? I teach political science, and don't have time to also teach composition and academic integrity; however, I realize that my younger students (and older who lack post-secondary education experience) are often ignorant of academic honesty codes, and I don't want them to fail because of that. Dealing with this problem adds a tremendous amount of time to my workload, particularly when I have repeat offenders. How do you handle this?

Does anyone else have trouble getting students to read your weekly announcements? How do you handle this problem? How do you make sure students are aware of housekeeping issues? How do you encourage students to pay attention to course expectations as the session moves on and the freshness of that information fades?

Last summer I was asked to teach some additional classes. Always being one to say yes, I accepted. It was not so much the four different classes I taught (simultaneously) that was the challenge. It was the grading of hundreds of test's and paper's that consumed all my time and energy. If I knew then what I know now, I would have approached things differently.

Task Prioritization is essentially what we refer to as "Mise En Place" in our Culinary Teachings. It is necessary to have everything in its place and in an order that makes sense. Time management is crucial in the kitchen.

1.Not well prepared: If we can't deliver properly in our class, we are losing trust our students 2. Humiliating students: We should not humiliate our students at any stage especially while dealing with challenging and angry students. Students come to our classes to learn knowledge and improve their skills so we should take responsibilities for their intellectual and academic growth in a professional environment. 3.Teacher student relationship: when we go to our classes we should not waste time in discussing our personal problems, it is personal experience that most of the student don't like it, and in addition it also decrease our rapport with students.

I practice the following methods to reduce cheating in the class: 1. Before exam day, I spent some time to have discussion with my class, give them a chance to ask questions about exam, also highlight high yield topics for exam. 2. On exam day, I give my class three different versions of question so they can not copy from each other. 3. Maintain an adequate distance b/w students during exams to minimize the chances of copying answers from their sides. 4. If I find someone really involved in cheating in my class then I don't keep quiet, right way I take my exam back from that student, and then make an general announcement that If I will see anybody involved in cheating I will give them zero, no excuse!, but usually if someone doing cheating first time I give them one chance to correct himself.

Dealing with the challenging students has been always rewarding for me because I feel very satisfied once my challenging student start focusing on his academic goals like my regular students. My way to deal with challenging is as below: 1. Talk to them separately outside the class room 2. Try my level best to address their concern 3. If their excuse is legitimate then give them another chance 4. First of all I highlight their positive aspects or strengths and then address their negative behavior. 5. I belief that instructor's role should always be encouraging not humiliating.

On the first day of each module, I distribute handouts for the course syllabus, and then explain them the requirement and expectations of the current course, and also tell them how they will be evaluated. On the same day I sign them assignments and encourage them to return them on time. This strategy has been very helpful for me so far, and I don't have to make multiple announcement in middle of module.

making time is good streamlining and standardizing everything is good but let's not forget the learning outcome. our priority is for us instructor to make sure that the students understand and remember the class content, and there is no magical recipe.. you must orginize your time around them and make it as fruitfull as possible. now.. is cutting corner and the use of technology really the best choice?...

Time is another perception of the mind based on the movement of stars and planets in the universe. What we make of it is up to us. After all we are only passing by. In relation if we understand the complexity of our meaningless short lived life within this unforgiving universe, there is no alternative other than being part of it. managing our life and the time we spend allow us to be in control,so we think. prioritizing is an act of selfpreservation because of fear. to some extent constructive time management alleviate stress and anxiety because we're in control. if we are in control of our life, and the work we do.... can we control the Time??..

This module helped me understand the difference in becoming to friendly with your students. It can become a little hard not to connect with your students on a friendly level being that they are adults and you spend so much time with them. But I do feel that it is important to make sure the you are establishing who is in charge, that way you can maintain a sense of respect.

Always review news papers journals and magazines for current articles related to the topic of discussion. Students want to know what is going on and the impact it will have on their education and future career.

I actually feel this is a good challenge for me as an instructor. I feel if I can get through to the students who have issues, then I have mastered the technique of getting through!

I have a few student in my class who are English as a second language. I seem to have problems with the papers they write in understanding their interruption of the subject matter.Any suggstions

I address the "Now I wonder who THIS guy is?" student pre-conceptions of the instructor in several ways. One way is to demonstrate practical--and recent, if possible--professional applications of my experiences and/or skills in the *real* world. The second way to present an on-going image is to use humor, and self-deprecation when applicable.

I teach an English class in which the students are required to write at least 4 essays in a 10 week period. The issues of plagiarism and the *easiest way out* methods of compiling the necessary information and documentation is always a challenge that I constantly try to head-off with examples of correct--and incorrect--ways to achieve their goals, regardless of essay format.

I make it very apparent to my students that I am not a stereotypical *lecturer" teacher; in fact, I address the reticent students by using small groups and/or ask them specifically to pose their own questions.

I think that, in this *instant gratification* culture of our students, in the classroom it is imperative that as teachers, we make our teaching and presentations as relevant to the 21st century as we can. Technologies abound that can vastly improve the old "teach from the text" approach.

I find it helpful at times to get a massage to deal with the physical effects of stress. I feel the benefit for weeks and sometimes months afterwards.