Is it a good idea to reward students with extra credit points to make up for points lost due to late assignments? Isn't this rewarding irresponsible behavior? Many schools do not allow extra credit work for just this reason.

I teach in the legal profession and think that policies should be developed for late assignments that mirror the profession. Each year we meet with attorneys on our advisory board. They beg us not to accept late work. They tell us that it gives the students a false understanding that there is flexibility with deadlines. They tell us that in the legal world, if you're late, you lose. They want us to have that rigid approach to prepare them appropriately. I tend to agree with them and seldom allow late assignments without documentation of their reason for lateness. Colleen

Although there are a few cases where I think multiple choice questions can work for math, I think they are often inappropriate for two primary groups of students: (1) students who are very capable often work backwards to see which answer "works" without having to know the concept or process being tested; (2) students who are struggling with basic concepts who cannot work the problem to the end often cannot find the answer in the possible choices...so in the end, it is often a frustrated guess. It is my opinion (which could certainly be flat wrong) that this weakness applies to both teacher-written and professionally-developed math exams (SAT, ACT, etc). Boot camps "teach" how to score high on these exams. Asking the student to "show your work" is essentially setting up an essay question type dilemma, with an even more unstructured format! I have tried both MC and "short answer/show your work" and definitely get a better effort from the low- and medium-capable students when they are able to show their work and get partial credit...but it takes SO much time. For the very capable math students, requiring them to come up with their own answer, and offering the chance for partial credit if work is shown has also produced positive results for me. Those students have to be more prepared and are not rewarded for "breaking the code". Besides "make GOOD multiple choice math questions", does anyone have a strategy for teaching (fundamental) math?

I include in my syllabus a "re-submittal policy" that allows students to re-submit any ON TIME work for regrading if they wish. This has had several benefits: First, if they misunderstood part of the assignment, they get a second chance at it with more clarity. Secondly, correcting your own mistakes has proven to be valuable for learning. This does create some additional work for me as the instructor, but we generally have small classes, and this has been manageable. This is not allowed for tests, of course, but for project-based assignments that are more creative in nature.

I have just set up my first online grade book. at first it was a challange, but now my life has been made easier, my students have feed back that they can use to keep themselves on track, and by keeping a tally on their grades, when i go to close out the class all it now takes is a click of the button.

sounds funny but even on my days off i make myself a to do list, by planning my work and working my plan, i actually end up with more free time!

I have found that adding passion and humor to your presentations is what will bring your students in and add to their overall enjoyment of the class.

I have seen where the more I tried to help a student it atually enables them and snowballed for me....they don't seem to learn to take control of the situation and you, the instructor continue to do all the work! It's a cycle I am working to get out of :-)

I really like being organized. Sometime over organization is taking too much of my time yet if makes me feel more secure for the days I am having to trouble shoot do to some things not working properly, like a copier, projector, computer???? I find finding the balance a journey, if things don't work it very funky for me. I am suddenly scambling and have to be creative to find a way, but I usually do. Its just he not always the best.

I really like exercise and do much better with all the general stressors if I am committed to exercise regularly.

Statement: My greatess stressor is when I am corrected about not have good enough classroom management. I am a new teacher will be learning for some time hopefully forever :-) When I am addressed on these issues I get very conflicting answers from management. One time its why didn't you come to me? Next, Did you do this? or that? and if they read all the material they have us post on they would see it, but rather I am finding that management doesn't have time to manage all these things either, and often they are really winging it as we are as teachers in class, fielding questions and all. They do there best and I truely appreciate the effort however, I am looking forward to the day I might have all the answers, hey hey, I am not dreaming you know!!! Otherwise I am just left feeling guilty about not knowing, not this, not that. At the end of the day I have to pick myself up and start over and do it all again.

Statement: Taking this course on my personal time has come to be a stressor. Time at work has not been really allotted for example we are to take the course within this week not four weeks as recommended so we can apply some of the data were learning. Making a list is just to fullfill a meeting requirement. I do all the things mentioned in this course already but it wasn't necessary for me to do but required.

One of my major causes of stress is those kinds of students

An adult student of mine had learned that her sister and niece were missing but insisted that attending class helped her manage the stress of this tradegy - and I learned from her that stress isn't about what happens to me; it's about how I handle what happens to me.

One of the most difficult things I find, is working with students of differing abilities. There are some students who are 'smart as a whip' and then there are others who need a lot of extra attention. Then there's the different learning styles, hands-on versus lecturing, etc. What are some ways that you deal with the different learning styles and abilities?

I have taken the opportunity to become a stress managment facilitator. As such, you would think it's easy to manage your own stress, but that is not always the case. It's much easier to tell others what to do and/or how to do it as opposed to putting it into practice yourself.

It is true that stress, over time, can affect your health and your relationships. It's not worth losing these things that are ultimately important over continual stress from a job. Life's too short!

Teaching computer technology, students are at very different skill levels in their use of the computer. I challenge my more advanced students by offering them a reward for applying their knowledge with supporting a small group of students that may not be as advanced as they are. They feel satisfied in the recognition of their skill level and the opportunity to receive positive affirmation from the other students learning from them.

I try to create an environment of openness and acceptance for my shy students. They provided the best quality concerning life experiences and knowledge. I place them in smaller groups to create a safe haven for them to speak. The smaller group givees them the confidence to participate and discuss classroom topics.

I have a student who is just not getting the material. I've asked her if should would like a tutor outside of class or even an in class tutor to help with routines. I 've offered to help her inbetween classes to get some extra practice. And she declined. Other students have tried to help in between classes and she still isn't getting it. Any other suggestions??