Get challenging students to paticipate in controlled group discusions with a time limit to air their opinions.

You reduce student anxiety about your course by letting them know that you are a good listener, your are always available for help, and that you are commited to making sure that their learning is as easy as possible.

Besides strategies for increasing silent/introverted students involvement in the class, I think it is important to manage the extroverted students from dominating the class interaction as well. I acknowledge the differences in communication styles pointing out the differences without a value attached.

WE ARE HUMAN we all make mistakes Own up to a mistake the students then they KNOW we're human

During testing you just have to pay attention to the room. Let them know your watching and they are more apt not to cheat

Hello, I must say that I regularly struggle with this idea. Because in my class I provide timely and consistent feedback, and provide clear expectations, that if a student chooses not to participate, or not to correct past mistakes, then this is the student issue - not mine. So, from this class/topic, I have been newly inspired to reach out to these students with some additional guidance - as their short-comings in class may be the result of them feeling a little "rusty" in the classroom. Overall, I found the information in this topic area to be "right on". It is good to know that you are doing some things right - and for other challenges that you may be having - that there are realistic soultions and or techniques to avoid the challenges in the first place.

In the early classes, I think some students are unfocused because they have not fully made the decision to be college students and are grappling with an "imposter mentality." One way as a faculty member I have addressed these emotional and psychological possiblities is through a discussion of the stages of change they are in and what getting their degree means for them and their families. I am interested in knowing if others have had similar experiences and have suggestions for different responses.

In preparing to facilitate an online course for students new to college I will be incorporating the following: 1. state in weekly communications that using the college resources is a smart thing to do, in fact, is expected; 2. affirm when a student self-discloses using help; 3. reinforce collaboration amongst students; 4. focus on skills that need improvement and give specific direction to a particular resource. These strategies with help students be successful in the course and their subsequent courses.

At our college we run on 12 week quarters which means some weeks are busier than others; therefore, some weeks have more stress than others. I have found that keeping a to-do list that I can save for each quarter to use again really has helped. This way I am reminded by my list of what needs to be done by a certain time each quarter. If the task is that I need to run a certain report and only do this four times a year, the chances of me remembering how to run the list is slim. Therefore, by writing the how-to down I can refer to it each quarter to ensure an accurate report and in a timely manner.

Is it possible to find yourself in fluctuation with a multitude of these categories? It seems that I am changing my obstacles for each quarter that I am teaching. Could it be possible that I adjust those needs to meet the needs of the students? I am in amazement of the shifting that I can do for each quarter.

One of the potential pitfalls of multiple choice questions is that students can confuse familiarity with mastery of a subject. In Vet Tech, students are expected to have detailed knowledge of the various areas, but many fall short of that expectation. If they have some general, non-specific knowledge but don't know the details, they may look at multiple choice answers and pick one that seems familiar to them. As we all know, for a well-written multiple choice question, all of the answers (or most) should look "reasonable", but only one is truly correct. I used to teach chemistry at several universities (as does my husband), and we have both observed the same thing with multiple choice questions. Student performance is often surprisingly poor on these questions. I am obligated to use the multiple choice format for portions of all my exams because that is the format they will see for the Vet Tech Board Exams, but I am often disappointed with the result.

I find that if you have a student who is having difficulty focusing, if you talk to him or her one on one and explain this is important to them and there career maybe throw a couple of real life examples out there they will start to be more attentive in class.

In one course I teach We have homework to prepare the students for that days task. the student can not clock in and start the job untill their homework is complete and graded. which affects their grade. once they find this out they usually make sure it is done BEFORE coming in the next day

Cheating is easy for a student to do if the opportunity is there! Take control of your testing environment. To start I give multiple versions of the test the students take A, B, C and D. I remind the student if caught they will fail the test and take a walk to see ED manager where it could lead to suspension; I walk the room when the testing is in progress.

This has been my first year as a teacher. In that time I've found that being straightforward is useful. Even more importantly, none of my students expect me to know everything, and answering "I don't know, but I'll find out" has lead to better results than trying to fake an answer and seem like I know everything. My biggest fear in teaching was that I was a 'phony' since I don't know everything/ every answer, but this simple answer shows students that I care, am learning just like they are and has aided in building their confidence in me (which is in contrast to what I thought it would do....)

What happens as your jobs are added to?

I think this is a arge factor. Thoughts?

How do you feel about tests with a variety of questions? Address all learning styles?

How do you deal with students that are only there because someone told them that they need to (i.e. their parents)?

When you have more than one boss how do you know whos work comes first?