I prepare a "to do" list almost everyday. This is the only way that I can manage the various activities of the workday. What the course did not discuss is the frequent changes that must be made to a daily list when a client or student request considerable time that was not anticipated.

instructors must set boundaries and let students know upfront the expectations of the class the instructor and themselves

every instructor should on day 1 let the students know they are in charge, and any disruptive students will be dealt with quickly.

most of the time it is the instructor or the way they deliver the material. As instructors we have to engage students, and sometimes get out of our comfort zones, and use technology etc.

should be clear and to the point

Just recently I've embraced the practice of doing things wrong on purpose. I will walk the student through a hands-on instruction and show them the wrong way based on common mistakes students or I have made in the past. Then I stop, and usually say, "Oops." I ask them why I failed. Discuss solutions and demonstrate problem solving in order to find the best way to achieve a goal. I've found this technique brings a bit of humor to the class. It definitely teaches them problem-solving skills. As an added benefit, when i do make new mistakes, my students don't really know if I'm doing it on purpose, but we'll discover the solution together.

We have access to Safe Assign and I've been told by colleagues that a remarkable number of students will simply cut and paste massive pieces of text from the internet and claim it as their own work. If you don't have access to Safe Assign, I would recommend it.

I really liked how this unit asked instructors to evaluate themselves and their teaching methods first. I see people blame students for not showing up, acting entitled, being disengaged in class and there never seems to be any self-reflection on the instructor's behalf. This was refreshing.

I know one instructor who goes over all of the objectives with the students at the beginning and end of the class to ensure that students "get their money's worth." I liked this idea of engaging the students in their own learning and encouraging them to hold us as instructors accountable.

How would you handle a situation with a student who is partialy hearing impared and may get frustrated if you walk away from his/her visual sight because they are lip reading.

It is better than everyone recognize their mistakes

we have to take them in serious

I think is when thet are boring with the instructor's lectures

In this case we have to make them participate in the class where they can involved.

Most new instructors want to be liked. The problem with being easy at first it's impossible to get them to pay attention because you've lost them. You must show that you are in charge not them It's a lot easier to be strict at the beginning and loosen up if they deserve it later.

If all students were great to have in class everybody could do this. The skill of the instructor is when he or she can manage to turn a student. Whether it's an angry student, shy student or a cheating student you have to find a way to help them overcome the problem and show them they can do the work. I've found usually the student is trying to hide a feeling they may have. By showing you care usually you can relate the same type of problem you may of had that they can relate to.

To get the respect from the students I first show them respect. I start with day one by listening to what they have to say. Then, I try to relate their interests to the subject. This starts the day to day process of building a positive relationship with each student. What good examples do you have on earning a student’s respect?

Normally, I try to talk to these students one-on-one and find out - what is the real problem. Some people will do almost anything for you once he or she knows you really do care about them as a person. If required, I try to get them help. What success stories do you have with helping angry students?

When possible I try to use a role playing exercise based on yesterday’s assignment. This motivates the “unprepared students” to be prepared, the “inattentive students” to participate and the “center stage student” to be the evaluator / observer. I find the role playing exercises allow each student to participate, learn and have a good time. What are some of the role playing exercises or class discussions you have used to keep everyone involved in the class?

On day one of class - I like to ask each student to introduce themselves, explain their background on the subject matter and explain what they plan to get out the course. This is a good icebreaker and builds teamwork within the class. What types of icebreaker(s) do you use to build teamwork?