In the first class meeting, I ask each student to partner with another student. I provide a list of 10 general questions about an individual's personality, likes or dislikes. The partners take the questions and interview each other. I then ask the interviewer to take the 5 most interesting things about the interviewee. Then, I ask the interviewer to introduce their partner to class using the answers and interaction with their partner. This forum allows me and the class to better understand each other and to reduce first day anxiety in class. The method further enforces name recognition and networking opportunities.

I always strive to know the names of my students by the end of the first class. To help with this, I ask each student to introduce themself and their major. Next, I ask them to assemble in groups of four. I ask them to choose a team name and a team leader. I then ask the team leader to submit their team name and the members of the team. I then ask them to introduce their group name and the names of the members of their group. I have a secondary reinforcement of their names followed by their seating and proximity to the group. The names on the group sheets allow me to quickly find a student's name by knowing the other three through process of elimination. The students always are surprised when I can address them by name during that first meeting. Due to the group setting, students will sit together next class. Again, the placement reinforces my memory through same seat each class.

I have always walked around in the classroom. However, in taking this lesson, I realize that it's better to just stand in the back of the classroom. You are right though, they are already nervous, so why make them more nervous by walking around the class. Great point!

I always appreciate using a "to do" list. It offers me the opportunity to either write a physical list or enter items into the task list on my online calendar. I don't usually physically prioritize the list, but make a mental note of which activities are the highest priority.

I have discoverd a software program that is awesome in that it allows the instructor to type in questions and even add photos etc. The questions are delivered to the students in a game format (7 different games to choose from), and they love it! It also generates multiple choice exams and a scorecard for easy grading. This program has made my life so much easier and has introduced "fun" into the classroom.

As instructors, we truly do have the power to change our students' lives. We need to dress and act in a professional manner because our students are looking to us for the example. We set high expectactions and must meet those expectations ourselves.

Interestingly enough, we actually deal with more female students with anger issues at our school. Through my experiences, I definitely agree that listening is critical. I also have learned that if 2 students are involved in an outburst, we need to separate them to calm the situation as quickly as possible. I like the idea of requiring a written statement. I think this may help calm a situation down as students gather their thoughts.

I love the idea of using guest speakers at key times when students may be feeling overwhelmed and contemplating dropping out of school. We have several amazing graduates who overcame unbelievable obstacles, so I would love to invite them to share their stories--not just in core courses.

Use online sources to help make this easier for time management.

Structure and consistency have always been important in my classrooms. I learned long time ago that if I do not follow through with everything that I have said, i.e. "quiz tomorrow," the results have been horrid.

I have found that using multiple forms of the exam is great. Simply re-ordering the questions and elements of the exams has been sufficient.

In dealing with the challenging student. I rely on Glassers' Reality Therapy techniques. They are easy to use, to learn and one does not have to have a strong background in psychology or therapy, as long as you keep it focused on academics.

when a student seems to have many legit reasons on why they are not attending class, what do you do when they are just seeming to have a bad quarter? How much lenience do you give before enough is enough?

When students become unfocused in class, it has been my experience that they either cannot relate material to their chosen career goal or are having "outside" life pressures. I give a constructive team project in class where they have to come with samples of the immediate material's application to work or how life issues can be resolved to work more efficiently.

When I teach a general study course, I always bring in samples from each person's career that demonstrate how the students will apply the knowledge to their chosen career field. For example, I bring in a medical history questionnaire that includes portions of mental health for those entering into a medically based career.

I am relieved to know that it is not in one area that students show a lack of attention and disrespect in the classroom. The term mature learning has not been discussed to the degree that all students understand and practice the meaning.

How do you cope with stress? What techniques would you suggest to others to cope with stress?

What are some of the signs of stress?

What are some ideas used to make grading more efficient?

What time management techniques do you use for time management?