For example, in my class Typing I and Typing II is taught in a Lab seting. I assign seats so that the a Typing II student can mentor and encourage the beginning student.

I have found that it is true that students will remember information more readily if handouts are color coded. For instance, in typing, on the first day we give students several handouts pertinent to the course: machine parts, policies,"road signs," what makes a document unmailable, etc. Each is on a different color paper so they can refer to it easily.This method has been very successful.

Encourage students to perform as though their class was the new job they were wishing for.

I'm an older teacher and during long lectures I stop and say I forgot what I said. I'm always surprised that the students will repeat what I said. This way I know they are listening and if not I repeat the statement because I know no one was listening. Works every time.

I stress late policies with several methods on the first day of class, I post reminders, and I take late deductions. None of these seem to matter to some students. I do allow for extenuating circumstances such as new life, death, severe illness, sudden medical or natural disaster emergencies, and deployment. But I require scanned and emailed documentation. I am still seeing a flood of emails with excuses for late work with no documentation and the learners expect me to waive late deductions. I like the idea of using the "real world expectations" to guide them. Does anyone have any other methods that work for them? I'm open to more suggestions.

Making a "stress list" can actually be seen as a first step to dealing with stress in your life. I agree with this statement completely, prioritizing work and personal tasks can always help reduce stress.

Healthy coping mechanisms allways work for me to deal with stressors. By utilising healthy coping mechasnisms, I have more energy to deal with what seems the "not enoughf time in the day" stressor.

When we just use short answer type test are we really finding out how must the student has learned?

I have had mindfulness meditation training, and this helps to cope with stress immensely. One primary coping technique that is taught is to live in the present. Worrying about things in the past or future is a waste of energy. Thinking about this really puts things in perspective and not let my thoughts run wild with worry.

My philosophy is to remove the desk from the classroom. Get up on your feet and circulate. It is amazing how a shy or quiet student will ask questions if they see you are visible and up and moving around to help them. In the past, I have had veteran teachers ask me how I maintained such an engaged group of students while I was teaching. I told them that I never sit down, I am moving around the room while lecturing, and I stand in the back of the room while they are taking exams. For my online teaching, I make myself available to the students beyond my online office hours. Whenever I am working at the computer, I make myself available through the online chat if they have questions. If I receive an email, I send a response right away and if I need to call a student I do that too.

Has anyone every used the use-it-wisely cards? I have not used them before. I guess I would have a hard time to think that if a student uses all of their cards, then they would be finished for the day.

I know that it takes longer on my part, but I am very particular about my tests. I will not use anyone elses test. I want to write them myself. Also, I will not use a true/false or mulitple choice test. I prefer to know that my students really do know the material. For that reason, I only give short-anwer tests.

One of the suggestions here is to avoid essay exams if possible because they are so time consuming to grade. However, an earlier course on how students retain information advised that essay exams are the best way for students to show they have actually learned the material. The suggestion here is that mutliple choice and true/false are the best way to streamline grading of exams, but these are also the least effective way of showing student retention of the information. How can these be reconciled with each other? In composition or other writing intensive classes, in which exams are impractical and not applicable, how can the grading process be streamlined while still ensuring that the students have met the course objectives in terms of writing conherently and showing that they retain the information?

Today, I had a student send an email on how I have impacted her life from the very first class until now. This is her last will be I knew we as instructors can btaining her degree.impact a student life but it still makes my heart melt when the goals of teaching has been accomplished.

I have found standing in the back of the class, and/or walking throughout the class throughout the quiz/test time has put a "watch" in the class. I have also distributed 3 versions of the test/quiz as they sit two at a table it adds a third variable to the test.

i love too have challenging students. they make me even work harder to get them involved.

I will be teaching my first class this quarter. The course that I will be teaching is a course that all new students will be scheduled to take. This course weighs alot on retention. Does anyone have suggestions on how to handle a mini-term course. I am concerned about loosing the attention of the students.

I teach some of the begining courses, and as a result some of the material in my class is fairly basic. Some of the students have passed a basic test to work in the industry, yet i have to cover this material as a starting point. They get VERY bored and disruptive. I've tried the reasoning approach, by letting them know if they have some industry experience that they should take this opportunity to affirm their knowledge. Some do this, others become disruptive and rude. Then what? They know the info, I'm not teaching them anything...I'd be bored too.

we share a computer room with alot of other instructors, often when i am trying to concentrate on something like this course, there alot of other instructors in the same room doing different things or just talking with each other, I find it very difficult to concentrate on something when there is so much distraction.

I find that when I am most organized that I procrastinate less. When we create more work for ourselves we are more likely to put it off. Where as when it is easy and available we feel a better sense of compeltion in our future. Post it notes are one of my favorite uses of tasks/to-do lists. When I see them listed or "stuck" to my wall I am reminded of them and can clearly identify what needs to be done.