I copied this idea from another instructor at our school and then modified it to fit the content of my classes. I attach a coupon to the end of my residential class syllabus addenda that allows each student one late assignment. There are several conditions and exceptions (not good for quizzes, exams, in-class assignments, etc. and must be handed in the next class period, etc.). Students who don't use it receive one to two bonus points on the final exam. I make the coupon look kind of cheesey and use all sorts of infomercial-type phrases (I teach marketing). They can use their coupon regardless of the reason. This takes a lot of the judging responsibility off of me and lets students know that I know that "life happens".

It is your job to find out how to motivate each and every student in your class. You may have to try a couple of different ways to get certain students active but if you don't try the rest will see that if they follow the inactive student they to can get away with paying attention.

This is a statement I hear alot. What you need to do is respond before the question is asked. Myself it has to do with my age and having led a very active life (13 operations to repair broken bones, etc.) and can no longer work at the pace I'm used to.

I find engaging in my hobbies, even if the hobby requires a lot of mental work, reduces my stress level. Now that spring is here, I spend a lot of time gardening. It can be quite physical, I call it my exercise, and relaxing at the same time.

Not keeping the classroom environment professional is a common error. I've had students test the water by using profanity in the classroom, I address it quickly, by saying we must keep the classroom rated " PG" at all times.

Very delicately! Challenging students deserve respect, I always want to make them feel they are important, so one on one meetings to discuss any issues and how I can resolve them is made a priority. Mever make a scene. If we can't resolve issues, then I refer to the college policy for guidance.

I generally pull my unfocused students aside and talk to them. I question them very carefully on how do they feel the class is going? What do they feel I could do to make the class more interesting? I do this to make the students comfortable in giving honest answers. After talking to them, I then let them know what my observations and expectations are for each student,especially,class participation. This is fair warning they will be called upon in class at any given time and they will need to stay focused in order to respond.

Teaching the same thing over and over again can become sort of autopilot but yet sometimes I miss a detail here and there and actually get confused as to which class I told what. The MCO is the key to delivering all the information and can really make the crazy go away. So many times there is a curve ball thrown and I find myself wondering what I was doing or what I was about to do. MCO for the class and Daily Course Outline saves the day.

I've found that a good way to get unfocused students involved is to have everyone do a short oral presentation on the 2dn day of class; nothing big, just a mock letter to an investor, for example. It puts them on notice that they need to participate, and in a manner that progresses them to more difficult assignments.

Without being too obvious, I like to try to engage the students who purposely sit in back, who try to "exist on the margins". I want them to know two things: That their input is expected, and that it is also welcome. I'll do this by getting them involved in a stream of questioning that might usually involve the same group of "answerers".

I demonstrate to students whatever they have to perform. It adds credibility and it gives students chances to see the big picture.

Instructor mistakes should gradually be reduced with preperation and years of experience. Scott H.

Utilizing a successful and applicable ice breaker the first day of class can significantly increase students' interest and investment in the course and their peers. Does anyone have any unique or successful ice breakers that you use the first class?

I teach general education courses which are vital components of the students' well-rounded education. Unfortunately, the students don't see it that way. The problem students that I have are generally the ones who don't see the value of these general education courses and how they are beneficial to their overall careers. They come to class only because it is required and put in the minimal amount of effort to pass the class. The challenge is making the material relevant to these students. In order to engage these students, I try to incorporate their specific career interests and programs into the general education material (i.e. a mock trial for paralegal students that demonstrates the structure for writing an essay).

I believe that when an instructor spends valuable class time to talk about his/her personal problems he/she is being unprofessional & losing sight of why the students are here for.

I believe it is very important to keep everything documented when dealing with a challenging student because it may support/help the instructor in case of a “conflict”

In my opinion when an instructor “spells out” what is expected and required of students at the beginning of the class it reinforces his/her expectations for the class as a whole.

I really think that having a written note for late or missing assignments on a syllabus shows that the instructor is “serious” about the course’s work & its content.

The mistake an instructor often makes is not rearching completely the material they want to present. One suggestion is to make an outline of your presentation and try to anticipate questions your students may ask. Another idea is to write a brief quiz on the topic and ask the students to complete as an in class learning exercise. You may be able to identify areas that may be to be revisited or further explained.

I have had many students who would like to ask questions away from the topic at hand. They usually will try to bring in their own life experiences which have nothing to do with the material being presented. You just simply tell that student that we appreciate your input but for this class can we please get back to our topic.