I am having trouble overcoming the problem of time control based on the level of plagiarism I encounter with online students. There is a fundamental disconnect between today's student and true information literacy. I spend far too much time teaching my students how to avoid plagiarism, how to use APA formatting (required by the institutions where I teach), and regrading papers (I allow first-time offenders a second attempt). Does anyone else have this problem? How have you dealt with it?

Writing to do lists is the only way I can function.

I have just finished a course where I had a VERY confrontational student.These tips helpped

I have come up with medical jeopardy for my students over the subjects covered in class. They get very competive over this.

Any hints

I have had occasions when a student will 'blurt out' something. Unless it requires followup, like a discriminatory remark, I usually ignor it so that I do not shine a light on it and the behavior. That seems to work but are there other, better approaches?

You can make a new "Seating Assignment Chart" right before handing out a test if you think you have a student that is cheating and assign that student to sit right by you.

Having a negative student can bring down the morale for the entire class. Try to make things more upbeat, don't focus on the negativism, steer the class in a different direction.

Get the student more involved and excited about learning the material in the class.

The module indicates that moving about the testing room promotes stress on students. I would argue the point that moving about the room is required at times. We utilize computers to test and movement about the room is required to ensure all testers can be observed. Perhaps this is a drawback to the room set up, but indeed necessary.

There was a student in a class that continually text during lecture. To get her attention, the faculty member text her a message during break and asked her to stop texting in class. After this forum, I wonder if instead the faculty member should have created small groups and evaluated the class prior to this reaction... although it did seem to correct the behavior!

Conciously identifying stress in my life is the first step for me and leads to an active plan for overcoming stress.

Timt limits. Managing time between teaching assignments, pastoring a church, time with family, friends in need, community events, commuting. Is there a 48 hour day in the future of man?

Every minute that I can save by streamlining my class and grading procedures has helped me to add precious minutes to other tasks.

When trying to accomplish all that is necessary as a team leader in the course of a day, the to-do list helps me be more effective. However, time constraints do not allow completion of all items. Some of the tasks have to be folded over to the next day. The list for the next day must include unfinished tasks.

I think there is definitely good stress and bad stress. Unfortunately, I have been addicted to caffein for some time now. I wonder if this was my indirect way of dealing with stress. I think I will start exercising after reading this module. Seems like the best option.

I think my biggest stressor is the lack of time. Sometimes I feel like there aren't enough hours in the day. After leaving work at 5:30, and trying to go to bed by 11:30, I think the time constraints make me feel quite a bit of stress. I am often turning down social events just to get organized and settled.

This was was great lesson. I would like to share some strategies I am using to manage my time. On my iphone, I am using the app todo which syncs with my MacBook. I made different folders for all the aspects of my life so I can mange what I am doing, and see it in multiple places. I used to keep a written log of things I needed to complete but this stopped making sense after I kept losing the list.

Using didactic questioning techniques and rhetoric is a great way to establish yourself as an authority in the classroom. Prior to stepping into a classroom for the first time I worried about how I would present myself to students. Would I be able to convey the material? Would I be able to command respect in the classroom? How would I handle unruly students? A fellow instructor advised me that I should ask questions that I know the answer to - this in turn almost completely sets up a lecture. In one well worded question you can a) gauge student knowledge, b) see if they did prior assignments or reading, c) involve the students in the course and d) direct the classroom activity - all by asking a question. It's an excellent technique that all instructors should master right away. After I asked my first didactic question I knew that it was the right way to get started. Josef

As a new instructor, I find it very difficult keeping my professional image, especially as I catch myself making mistakes that I later need to fix. How do I correct myself to the students without losing my professional image?