Are we really in control of our time when in day to day situations, I'm faced with helping students that come to me with different problems that sometimes NEED immediate response? I find this very difficult to believe. I feel that if you are to do your job correctly, you need to solve problems as they occur.

Because of past problems with cheating, I make three versions of my exams. I still suspect cheating though. I have three girls that sit together who are constantly disruptive, even during exams. I caught a couple of them whispering during the last exam and just said "quiet please." Is there a better way to handle a situation like this?

I assign a major presentation at the end of my classes and create the groups strategically. I break up the cliques and best friends in order to ensure each group is diverse in comfort, abilities, etc. One thing I ask them to do at the end is do a peer critique. I obviously monitor them throughout the process and can pick out who is doing the most work, who is contributing the least, but when they do the peer critiques, they will all say that they had a positive experience and everyone pulled their weight, when in fact, they haven't. I'm not trying to get them to tattle on one another, as I ask them very reflective questions (strengths, areas of improvement, etc.) but I would like them to feel comfortable giving constructive criticism to their team members and really assess their contributions. Their grades are not based off of their peer critique. In other words, just because they say a team member didn't contribute, that person doesn't automatically get a failing grade. Any suggestions on how to get more thoughtful peer critiques?

Thankfully I have had very, few type A personality, angry students. They are the students who become angry when they don't get the perfect grade on an exam or project. They don't blame you. They blame themselves and make sure everyone else feels their frustration and disappointment. Currently, I have this student. The first incidence was the second class period. He took the same quiz that everyone else took. Afterwards, he punished us all for his failing grade eventhough I hadn't graded the exams, yet. His pouting, sideways comments and overall energy vampirism was enough. After class, I took him aside. Expalin what inappropriate, unprofessional behavior he displayed and firmly stated that if he decided to ever act that way in class, I would propmtly ask him to leave. It has been four class periods since and we have had a few outburst. Each time I take him aside and remind him how inappropriate and unprofessional he is behaving.

While I have no experience with this virtual curency technique, we have discussed this approach with respect to the barrage of emails that seem to plague the workplace, each mark 'urgent'. Seriocity, Inc.,(http://www.seriosity.com/home.html), has implemented this as an add-on to MS Outlook. The user may attach any number of 'Serios' to their email to get your attention. Of course, one has only a limited amount of serios, so opportunity costs must be considered; not every mail can be given highest priority. An interesting twist is that you earn Serios by replying to a message.

What can I do to include inattentive students to a discussion?

What are some methods to get students motivated about the subject?

I could really relate to this concept of immediacy:) I get so wrapped up in the concept of getting everything done all at once, that I can drive myself crazy at times (as well as everyone else around me). I do end up making mistakes and not doing as good of a job as I normally would have if I scheduled these events into their own time allottments. Has anyone had this experience before? Laurie

I am never surprised when a student shows a new way to cheat on a test. I usually shake my head and wonder why couldn't that student have used their creativity in a more positive way. Some of the techniques cheaters use have been well thought out. Especially, if there are several students in one class working together on cheating, it may take the instructor longer to realize what the students are doing.

In one of my class the students by the first hour is unfocused. I did reflect on myself and rearrange how I structured the classroom. However, the class still seemed dreamy or distracted. I finally figured out the students where logged onto the computers shopping or playing solitaire. Unfortunately the class is held in a computer lab. Now I insist that everyone log off the computer while class is in session. At present, I see progress in their assignments and eyes on me. -Alyce Dexter

I have recently had an experience with this, due to a rather unfortunate timing on contrating the flu. I missed the first few days of the 2 classes I teach. The students had substitute instructors during these days, but had a different instructor each day i was out. This sometimes is a very unfortunate dilema due to trying to arrange coverage especially during flu season when so many students and instructors get sick. The students tend to become disengaged right from the start and it is very difficult to pull the class back from this when you happen to be coming back to class several days into it. you have missed the opportunity to make that first day impression and many times are facing a "hostile" class. I have been working very diligently on trying to redirect the class to get them re-invested in it. However; some of them became disengaged right at the start, this presents a rather distressing concern when u are running an accelerated course that is only 3 to 4 weeks long. What are some ways to try to re-direct an already disengaged class?

In the classes that I teach, I do not accept late assignments if they don't hand it in the day they are due the student recieves a zero. I do give grace to those students who have been severely ill and have doctor's documentation to support that. I have allowed late work in the past but it seemed to allow the students to slack more which made more work for me in the end. What are your thoughts on my reasonings?

To help myself deal with stress, i ride my motorcycle at a quick pace down the local freeway. However i do stress when the local authorities take notice to this.

I get stressed out when my employeer mandates that i must take these online classes.

How can an instructor distiguish between an overwhelmed student or an "avoider?" An 18-month comprehensive program can be very challenging for most anyone. How do you detect the difference so as not to make an incorrect judgement call?

Hello Everyone, Despite the fact that I have three years of professional teaching experience, I find myself running into issues of my (lack of an) age gap threatening my image as a professional. I am 24, and despite a Master's degree, I find myself in a half-dozen instances each semester of a younger student realizing they are chronologically older than me, and then it becomes a distraction to focus on the activity at hand and precious learning time lost. I make it a point to dress professionally every day, be organized and provide clear classroom goals, address every student like a mature individual, and avoid Facebook and MySpace like bad cases of H1N1. Other than dyeing my hair gray, any suggestions on how to avoid the "Age Question" without burning bridges to good student rapport?

I find that it is very helpful to list the even the most simple mistake as a reminder as well as listing some positive impact moments. It goes both ways.

I really like the idea of deducting points from late assignments gradually. I have found that the all or nothing method doesn't seem to work with students. This is a good way to put the work back into the students' hands and allows the instructor to take a step back from filtering some of the excuses.

I have had many students in the past that is the barer of the apples. I have learned from my experience to pretty much able to tell the true value of their complements and comments. Not always 100 percent, but close. With the apple polishers, I try to focus the complement back to the case in point of the real issue at hand, and then find a way to complement on a previouse that had been completed and expecting good results on the next.

This blew my mind in the online course material (I have to paraphrase, as the copy-past isn't working, but it'll be close enough): "He (the pronoun "he" is used as the Angry Student will always be a male) will..." Waaaaay, way off base. never mind the sexism in such a generalization, but my own experience alone debunks such a statement (yes, yes, anecdote does not equal evidence, but, c'mon...). The "ladies" can be just as angry as the "gentlemen", and, in this day as age, just as violent.