I tend to have to every thing done right now!!!! I will put a do list together and complete the task that is important first, and so on.

Maintain good eye contact with your students. Hold the eye of the student for no longer than 5 seconds- 2 to 3 is generally the best. This eye contact will let the student know that you are aware of their existence and that you want them to cease their behavior or that you are available to help them. I feel it shows your level of interest in the subject and it allows you to judge the students level of interest as well.

What I take away from this section of the course the most is the reassurance that stress in the workplace is an inevitable variable that won't go away, but can be reduced or filtered if you know the proper ways to handle it when it does occur. The fact of life is that nobody is perfect nor is every situation always going to be ideal, but how you respond to is the key to your overall daily success. It is very transparent sometimes to the learner if the instructor can not get a handle of his or her stress and is ultimately a distraction to the learning environment.When stress does occur in the classroom it is better to find a way to deal with it later on after the session when the learners are not present that way they do not have to suffer the consequences of your misfortune.

I really appreciated this particular section of the course because I feel that stress is something that has become an increasingly common thing in the workplace today. I found it useful to identify the different areas of stress and that once these are identified then certain situations can be avoided and as a result you will encounter less stress in your daily routine. I think that ultimately if stress dominates your daily schedule, then it can be passed along to your class and then the learner will become the one that pays the price for your shortcomings.

I really liked this section because I can relate to the topic of oraganization and on how if you are more organzied you can save yourself time that is lost or wasted when trying to find things. I pride myself as being an organized instructor and set it up as a personal challenge every day to get my tasks done as quickly, efficiently, and consistently as I can. I particularly liked the section which talks about trying to determine one specific time to set aside to do clerical work. For example, one set time to check your voicemails or emails. I find that many times I am overloaded with clerical work and sometimes it can be overwhelming. Sometimes I am confused to as how I can balance the work so that it does not interfere with the interface between me and my students. I really appreciated this section and I will try adapting it to my regular routine.

I found the first section of this course very useful in trying to develop a more balanced approach to my teaching. The topics of time control, procrastination, immediacy, and insecurity were covered in depth and I could relate most to the immediacy slide. I often find that I fit into this category sometimes when trying to achieve my goals and I have been trying to pace myself better so that my day is more evenly spaced. I would also agree that each and every one of us probably has a little of each trait and that nobody is ever truely balanced 100% of the time. I believe that it is an ongoing evolution in our teaching styles and development that won't happen over night, but with a little effort and some periodic maintainance the results could be top notch. Kudos to the professor who is in charge of this course. So far, I am thoroughly enjoying it.

I have from time to time had to help a student out of the idea that a course is too hard, so he/she does not leave the class. Most of the time, just by letting the student know you will help/tutor or be there for them makes a world of difference.

I've observed that if I "rope" inattentive students into a discussion on a regular basis I somehow force them to listen. Eventually, they become more participative.

Does anyone have experience with online To Do Lists such as Google?

Jeopardy is a great way to incorporate relevant class information, its fun, breaks the ice and gears the student for the course

make your life easier and use technology in the classroom

organization is important for teaching

I feel that support from the instructors program director, especially during the first few weeks is essential to the success of the new instructor.

I would appreciate some positive ways to handle a cheating student. I have been told by some to rip up their paper on the spot, I find that humiliating.

I feel that the small work groups are a good idea, but I have a silent student, and with working in the small groups, the student still doesn't speak much at all. The only way to have this type of student to involve themselves is to, have a one-on-one meeting/group discussion.

It's important to find what works for you with time management. One thing that works for me is to be careful of multitasking, which can distract.

A good instructor over prepares, matches their teaching style with their students learning style and changes the classroom acivity every 20 minutes. This keeps the energy flowing in the classroom.

To reduce cheating, instructors must use a test bank which often comes with the instructors materials. Distribute alternate test to students therefore the person siting next to you has a different version of the same test questions. Explain this to students so they know the person sitting next to them has a different test. Same material but questions scrambled.

Mandatory office hour visitations for all students is a useful tool. During this one-on-one time, teachers can address sensitive topics and resolve many classroom management issues they may be experiencing.

I think it is important to involve every student in the learning activity for each class session. You must reach the students in the front, middle and back of the room. This takes skill. Having each student perform a writing exercise each session (journal) when appropriate adds value to the class sessions (reflective thinking) no matter the subject.