In the past I would prioritize tasks in my mind, not taking the time to write them done. I usually accomplish the tasks right away. However, I do miss some becuase of the urgency to complete the most important tasks. Now I do see the value of taking the time to write them down.

how can I convince my local management to allow me to include syllabi and daily lesson plan tools to aid in the management of challenging students from the outset. they insist on minimal universal formats

when you have had syllabi structured for years that work very well for studednts, instructor, the institution and accrediting agencies, any suggestions when your corporate headquarters insists on a unviversal syllabi for all courses at all school locations that removes basic elements as your online course suggests. Particulary, when the corporation personnel are not content experts.

I have had some students in the past that have emailed me their homework and then told me that they are going to be absent from class. Is it fair of me to have in the syllabus that homework is to be handed to me in person on the date that it is due or there will be a deduction in their grade. I need to find some ways of getting students in the class. Of course, if it is due to a "compelling" reason than I would work with that individual specifically. But, just recently, I had a student miss a class a week before the final because her daughter was having a concert at the same time as her class. I don't believe that is a "compelling" reason. Any feedback would be great on this. I am also going to work on a "participation" grade for my classes. I want to give them feedback at various times throughout the quarter on how I see them in class and how it would compare to the actual working world. I could include assignments in that section as well.

It seems to me that at a certain point, angry students turn the rest of the class on themselves (which can make them even angrier). The other students are there to learn, and by letting them talk it out all the time, it takes up class time and slows class progress. Sure it's better than having that student explode, but at some point, don't you need to just pull the student out and discipline them instead of letting them vent to the class? And if it doesn't turn the class on them, I would think that anger/ frustration is potentially contagious and could spread through the class if we're too soft or if we let them voice it often.

I've found very recently that students who are ready to quit or who are questioning the curriculum/ program sometimes just need a little bit more encouragement. I have one student who has been ostracized from the class because he is strange... and yes, he is definitely strange (he has some very odd behavioral habits and often makes odd remarks). After a little while, this student began complaining and holding up class by criticizing the material. I got angry at first. He was so difficult. I thought about it though, and went in a few days later with a brand new approach. I made a joke between him and I. This joke is something that the whole class can laugh at, but that really is a joke between him and I. The other students laugh 'with us' not 'at him'. He doesn't feel the joke is about him, and it definitely isn't as I would never make fun of a student. It also puts attention on him that somehow unites him with the class, and it lightens the mood when things get a bit too serious. I'm new at this, and was really surprised when this worked. I'm always watching to make sure it doesn't become something that upsets him. It hasn't, and he's turned around in attitude and in his confidence.

I had never heard the term apple polishing to describe students who are always wanting to make the teacher happy. I found it to be very interesting and funny. Terry Armentrout

What advise do you give a student who doesn't have his life budgeted correctly. I recently talked to a sleepy student who informed me that he works 10 hourd a day in addition to attending 6 hours of school a day. While explaining this, he fell asleep in mid sentence.

I find there is a very thin line between being taken advantage of and giving a student the benefit of the doubt...when my students come to me with excuses. Accepting late work, with attached excuses, really pulls on my emotions because I want to believe my students are being honest with me and that I am being a benevolent person by taking the work (minus points for being late)...but it gets very tiring when it's one student after another. And, it's more work for me, keeping things organized and getting everything graded. With technology, now days, I am even starting to question if the Doctors' notes are real/legit or if they were created in PhotoShop! I am a fairly new instructor, on-campus as well as online, does anyone have advise or "words of wisdom"?

It is important to assimulate with your students - find out their likes, dislikes, etc - especially when teaching age-ranged students - it builds rapport and allows for students to feel comfortable with the instructor / fellow students for help and encouragement.

Why do some students fail classes 2-3 times in the same class? What are some ways to improve their passing rate the first time?

What are some of the best ways to hide instructor mistakes? For example - wrong answers, not knowing the answers, incorrect student names, etc?

Understanding that you must be consistent with your follow up on their assignments, i believe that you should be consistent with all your syllabus content/

Is teaching online more stressful than face to face or traditional classroom instruction? I just talked with a few other online faculty members this morning and all seem to want to say "Yes" Are we in group-think and teaching has become more stressful because of technology and other pressuures.

I work full and part time at a couple of universities. Is teaching online more time consuming and stressful than traditional classroom teaching? It feels that way to me. What do you think?

What grading and editing software are other people using? I use StyleWriter to aid me in marking editing and grammar errors on papers. This seems to save a lot of time. What other good tools are out there?

I haven't had a problem before with students cheating on tests. Usually I build a connection with the students and motivate them to want to do well in class. They usually end up not wanting to disappoint me. I also walk around the classroom to let them know that I genuinely care about their futures. I believe I am successful with that. However, cheating via plaigerism is another thing. One of the assignments in my class is a research paper. Students must paraphrase or use quotes from their resource materials. However, every now and again I will get a student who plaigerizes directly from internet sources (and they are so easy to find). Then they act as if they don't care or did it on purpose due to lack of time. Does anyone have any suggestions about how to deal with this situation? Or has anyone had this experience, as well.

Stress has been a big factor in my life. In fact it has caused serious medical health problems for me. I had to change careers to resolve many of my problems and my health has improved. Exercise is great. Sometimes just getting some fresh air. Give it a try.

I must say I disagree strongly with the suggestion that students should underline the "important parts" of their essay answers. Frankly, were I a student faced with this requirement, I'd underline the entire thing, and feel the prof was being insulting. If I didn't think a given bit of information was important, I wouldn't have included it in my essay. That's not to say it's not ok for profs to skim from time to time -- I do -- but I really don't think that's a message we should be sending to our students.

What are some best practices for to do lists and other time management techniques for online faculty?