There is nothing so nerve-racking as the first day of teaching! Also, there is nothing more true than the benefit of experience. I particularly like the discussion on being a teacher who is well liked or one who is respected. It is a fine line, but most teachers need to realize the respect part is superior!

I do everything that I can to prvent the temptation of cheating for the students. We typically do review sessions, have seating charts during the exam to create good space between each student. No materials other than their pen/pencil are allowed. Finally, I NEVER allow them to use their computers to write an essay exam, etc.

This was a great module. I have a student who is consistently drawing or doodling on his paper or anything he can get his hands on. He also talks out of turn and tells stories rather than ask questions or give constructive comments. I love the observer role!

In order to explain assignments to students, particularly with essay writing, I bring as many examples of that type of essay for them to look at. I try to find a couple essays with diverse topics so that they can see that a definition paper has a whole host of topics to write about.

How do other instructors handle a student that expresses a very negative outlook on the course and its content from the very first day and throughout the term?

The one think that I have learned (Often the hard way) is that my selfimage is protecte and preserved by the ability of being able to laugh at myself and to remember that we are outnumbered by the students. One is out there alone. Lets say you have 20 in a class and each one asks 5 questions (usually very close together). It is easy to get confused and like Lucy you relply, blank out or forget what question you have given a totally unrelated answer. Hey it can be a little face redding - don't take it to seriously your a human. Often the students can and will relate to that. None of them want to be up in front of the class. Many times later on you'll think that the whole thing makes a great story. Enjoy teaching and use your sense of humor as a survivor tool.

With some students that I have talked to the first question is What is my Grade? Not did I get all the educational learning from this class. This is where my experience helps in dealing with the Grade problem. I will tell them that yes grades are very important but knowing the subject or skill of the field your going into is also as or even more important to that individual or future employer. One can have a 4.00 GPA ( Gotten thru cheating which can take more effort than actual study ) and once on the job be unable to do the job. Above all a grade is a grade - it is what we do to ourselves by cheating that can destroy our reputation, honor and self-esteem. Transcrips after several years to an employer is not as important as an employee who is honest, hard working and can be relied apon to do the right thing is the ultimate of Value. I want to show the student that pressures form either themselves or outside forces must not affect how they feel when they look into a mirror.

with so many demands on the instructor's time and many last minute demands it is vital that tasks are listed, prioritized and th elist constantly updated. students expect work back promptley and it keeps a current flow of dialogue between instructor and student rather than handing back work all at once when other work has been undertaken by the students and that si where there main focus is. having a clean organized desk at the end of the day is better for you, you rcollegues and students as yuo all face another day

The first day of class is really the only day. By this I mean as instructors we must make our best first impression on the first day of class. That means we must be dressed professionally, act professionally, and be organized. Moreover, we must set the ground rules on how the course will be taught, requirements and student expectations. These things done effectively on the first day of class, set the tone for a successful quarter or semester. What other first day suggestions should be made? Benjamin Shelton

The material presented is interesting in that it produces scenarios that can be implemented immediately.

The material located within this unit I found to be very expressive and beneficial. It does provide information that will be beneficial to the teacher.

This information helped clarify the actions taken by instructors with students who present various scenarios.

The material that was presented inthis unit was very informative. It will allow me to make my syllabi work very well in my classes.

I think in life the faster we learn to fall the faster we get up. Unfortunately instructors are pressured not to make mistakes. If you make a mistake it results in warnings and termination. I feel that is a lot of pressure. It does depend on the mistake however.

I teach a developmental level (sometimes called Learning Support or Pre-Curriculum) English couse that students who test poorly on admissions assessments are placed into for remedial review. Often these students are down on themselves and feel that they are incapable of doing college credit work. I try to get these students to see that there are many reasons for their need for review: * Many have been out of school for many years. * Some have test-taking anxiety or poor test-taking skills. * Some did not get a good background in middle school and high school. * Some just simply did not feel well when they took the test. I feel great sympathy for these students, yet I have a desire to challenge them. Any suggestions or relevant examples would be appreciated.

How do we get our students to this level? is it possible?

I find a relief in getting something done I didnt really want to do , most of the time the task was easier than I thought to get it done.

The need to maximize profits by reducing labor cost is a huge cause of stress for me in the workplace. Labor is the largest controlable expense on our P/L statement and efforts to reduce it have, in my opinion, gone too far. We are not allowed to work off site because we are classified as hourly employees. Our management continues to increase our job responsibilities while decreasing the amount of time we have to get it done. The effect is an exponential loss of time. And ultimately either takes time away from teaching or leaves things undone.

How do you motivate students to simply show up for class on a regular basis?

use humor to correct mistakes and eplain to them how the mistake will be corrected