I typically take the "fly by the seat of pants" approach and it seems to work for me. I am able to drop what Im doing if someting of more importance arises

Practicing material has been a helpful practice.

The module section "Setting the Stage for Success" makes it clear that students in a course want to know, "what's in it for me?" At one point, however, the module suggests a psychomotor learning activity involving teams competing to make the best paper airplane. Am I the only one that feels that this learning activity is inappropriate for adult learners (unless perhaps one is teaching a class on aerodynamics)? Given the limited number of classroom hours available during a term, I don't see how I as an instructor can sell the spending of time on the construction of paper airplanes as being relevant to the course objectives. If a student asks, "what's in this class for me?" the answer is now "I've learned how to make a good paper airplane." Fun, yes. But how is that pertinent to workplace knowledge and skills? I do understand the importance of building rapport among students and group activities. But making paper airplanes isn't the way to do it.

I have found as well that exercise can be an immense coping mehanism here. I agree totally!!!

I had an opportunity to lisen to a CD by Michael Staver that addressed the idea of stress perfectly. This was related to the fact that the more stressed and emotional we get the more the logic center of our brain becomes compromised.

I can see when I was younger how much time I wasted because of lack of organization. I feel today I valkue time management morte than ever

performing this training session reminds me of Stephen Covery's habits The specific one I found recurring was put firdt things firest

and how to protect a rest of the students from negative influence as well as instructor from undeserved disapproval from the administration

I think it important to talk about industry experience to help establish a foundation for your class.

I think it is important to be vigilant for the good of all students.

I have always found small groups help students focus on course material.

I think it is important to assign projects that students can use in their current jobs.

Common mistakes for new instructor having practical experience is being hesitant with his/her teaching abilities. Having a positive attitude in instroducing his/her practical experience will go a long way in establishing rapport with the students and gaining their respect for his/her practical knowledge.

Managing the class while having a disruptive student is one of the most challenging facing an instructor. The instructor should point out that the disruptive student is showing disrespect not only for the instructor, but more important for the other students who are in the class to learn for their futures.

Students who try to "brown nose" or polish the apple student need to understand that such behavior will not increase their grade. They need to understand that they are taking time away from other students, and this is not productive to them or to other students.

You need to engage students at the beginning of the course to ensure that you will have an open and honest communication with all students to maximize their learning in the course. This can be done by dividing up the class and have them introduce each other to discuss what are their expectations of the course.

Teaching technical topics that are constantly advancing in hardware and procedures introduces stress that will always be a consequence. Staying abreast of the subject state-of-the-art is important for any topic. Such stress seems unavoidable and may not be totally negative factor.

:) I had some instructors walk into class and say that, and I will tell you that it is demoralizing from a student's perspective. I also had instructors tell us straight up, "Only one or two of you will make an 'A,'" or "The final grades in here will reflect a bell curve." As an educator, I avoid telling students anything like that. I am a believer in rewarding achievement and not just "giving out good grades" to be a peacemaker. However, I am also a believer that someone should have a fair opportunity to earn the grade he or she chooses. Of course, everyone will not make an "A" or "B," but I emphasize to the students that they can if they apply themselves. I really liked what this module said about not assuming that "well, they're adults" and that mentality. Many of my adult students are not accustomed to adding the burden of schoolwork along with their home and occupational commitments. It takes them a while to get their "feet wet," too, and they deserve a measure of understanding in undertaking what is a very frightening prospect to many of them.

The adults I teach, most of whom are "returning to school" in an effort to improve their lives, really need to see that what they're doing will impact them positively in the future. Whether I am teaching speech, ethics, writing, or history, I try to present situations in which what they are learning will benefit them. As part of the first meeting, I discuss with them their chosen career paths and point out how things we will cover will "tie in," so to speak. Students in the writing courses, especially those students who have not taken an English class in several years, are perhaps the most apprehensive. I emphasize the importance of communication skills, which will benefit them down the road. Students in public speaking class are often very frightened, but we do several sessions of "practice" before the final speech. I think that helps.

Are these really useful and how?