I deal wih all kinds of behavior you have to deal with each student acording to how they are behaving.

I appreciate and understand many of the techniques presented for managing the classroom, students and curriculum, and utilize them whenever necessary or possible. However, in an accelerated program, where we are often fortunate to cover the required material on time, it is not always easy or practical to stop and take time from class instruction for these activities merely to focus one or two students who lack the ability to be intellectually present. While I get that the material may not be the most enjoyable, and strive to make it interesting, relevant and interactive, it still detracts from the remainder of the class to break because of one or two students when time is so precious.

I had one student who would always be trying to read paperbacks in class. His excuse was Aspergers syndrom and this was how he learned. I explained that in the field he chose, he would be attending meetings where his focus needed to be on the meeting and not on a paperback text. Especially since some of his meetings might also include clients or family members. Reading a paperback could be viewed as being very non-committed to the client or uninvolved with the care of the client, just to name one problem it could cause. We decided together that he would need to be able to listen in a meeting and that he would practice this in class and we wrote up a contract that covered his behavior not only in my class, but in all classes he was attending. His behavior improved dramatically, but not without some setbacks, but we all (all of his instructors) enforced his contract and reinforced the student. He did sucessfyully complete his course of study and graduate.

One of the biggest dilemas is getting all instructors to enforce common class rules consistantly. Everyone may have specific rules for their class, but all schools have specific rules that each instructor should be following. When this does not happen it ususally ends in chaos. How can this be successfully remedied?

I have a lot of "adult learners" and if on the first day we show success from past students, after seen this they will be more engaged from the start. As long as these points are restated at the mid point in the course as a reminder to the students of what can be achieved.

I have often said on the first day of class that everybody has already gotten an A. It is because they have made a conscious decision to better themselves. And that the key was not to convince the instructor to give them a grade less than that. So if they simply abide what was in the syllabus then the grade was theirs to keep. I always say that I only write down the grade they have earned for themselves. Is this the right approach to embark on?

What is the best way to approach someone you suspect is cheating? Do you take a direct approach at the moment you suspect them of the cheating or a more subtle approach after class ends or before a class starts?

I have a class where one student was expelled after being disrespectful to me (as the instructor) for heckling other students. Apparently, she has had several write-ups in the past which has led to her being expelled from the school. How does one start renewing relationship with the class as a whole? I am sure I have earned the respect from some or most of the sudents in that class. But what about the others who are friends or sympathizers of the one expelled? How can I start anew without appearing a 'tyrant' to them?

This may be an awkward question, but the school that I teach at has a lot of parents that are very well off. I feel some of the students are there because they thought it would be fun to get a degree from this particular institution, yet were not aware that it actually takes an effort to do well. Some of these students have not worked as hard and even slowed the classes down because they are used to having things done for them. How do I approach these students that don't have the same drive as other students who are not in the same financial position?

From my experience, you will never earn respect from your students when you bragg, there is a way to let them know of some of your experieces, using them in a teaching lesson.

Let studentds know and remind them that you always there for them, somethings they just don't have to do

never discuss the student in front of class, ask student special assistant

As a new instructor, you want the students to like you. You should also want them to respect you. Never get into a class room discussion with students regarding your personal life and problems. Students are not your friends. They are there to learn as you are there to teach. It is most important for a student to respect you than to not have respect for you, then they may not have the urge to learn.

Me being the role model, time management, responsiblity,

Never allow a student to act out in class, nor should you argue with the student in front of other students. This student should be addressed on a one on one basis regarding their behavior

it's understandable that you will encounter different types of students. As an instructor, being able to identify these type of students first had so the you can get a handle on it as soon as possible so you can take the proper measures should a dituation arise.

Set the tone and the expectations of the course and how to be professional in the classroom.

In the school where I teach, it is very possible to have the same set of students in the next course after a particular (current) course. I believe I have good control over my students and communication between us is very open. I want to introduce changes (which I learned from this forum) that can better benefit the class but may not appeal to the students. They know I am firm and serious in my ways but do not want to be misconstrued as too demanding and a slave-driver. What should I do?

It is very easy to get caught up in preparing for future classes that you may indeed forget about the mistakes you have made and make them again. writing them down is a great idea… but you must study these mistakes and practice a better and correct way of presenting material. what happens if you make that mistake again and again even after recognizing the mistake? maybe a change in approach to how you present the material… try out your delivery with another instructor and get some feed back from someone who is not your student.

whether the student is angry or just ignorant to his or hers disruption, I feel it is a good idea to let them do their bit before you intervene. This I feel is giving you time to asses the situation, think what you are going to say and how you are going to say what it is you have decided on saying or doing.