I just try not to let anything get to me, If something does I don't let it transfer between home and work

all of our quizes are multiple choice with a answer key it makes grading a breeze

As an instructor you must manage your time wisely as in my case constantly working 12 hour days teaching two classes, if i fall behind it is unbearibly hard to catch up

In trying not to be a common teacher if think you can side step some common mistakes. Think outside of the box, try ,if possible to sit in on a course prior to teaching it, see it how the students see it. Have interaction with students, have them help in the curriculum, instead of being taught to. Always get before, during and ending thoughts from your class to see how a course progresses, this is key to making adjustments, to help you help your students.

I have always enjoyed making to-do lists and instead of looking on it as a burden..I kind of make it a fun game to see how many tasks I can do in a day . It really helps prioritize my life not just in teaching but in setting personal goals as well.

My faculty and I have started a new fitness at lunch program that has done wonders for stress overall.During our lunch break we all hit our gym we installed in he teacher lounge and I cant tell you enough how this is making a positive change . Lets hope we can keep it up!!

I have found that my own self imposed stress came about because my high expectations from my family more than the actual school I teach at . I am learning slowly though to filter out the negative and focus on the positive things in teaching I have going for me and I am much better now because of it.

I think its a great idea to have students participate in the grading process because we as teachers have enough work to do so why not turn the tables in our favor while helping students retain information much faster while helping us at the same time..BRAVO !!

I used to use this frequently . I dont know why I was wired this way .I believe it stems somewhere from my Dads issues with being late . Once I discovered this I changed my behavior to try the "new " me and it really relieved my everyday stress and I found I enjoyed the process of teaching much more.

Yes I too have tried excercise to rid of stress and let me tell you...it works.I dont know the science behind it but I do interact with everyone much more in a positive outlook and when things go wrong..I can deal with it easily and find solutions much faster.

I knew a co-worker that had a major heart attack from stress in his life and not just teaching . I do believe that had he used the principles derived in this course in management that he might still be with us.

Wow...what a great idea ! I think that would open up so many positive thinking doors in the fact that student can share their ideas and thoughts with teachers and come together as one unified group .

Well , I believe that we all control everything in our lives including our schedules and how we manage our time .It took me years teaching to finally figure out my own system but it is really true .

i know its has helped me in the past to excercise after work or during lunch to eliminate my stress and to calm myself down so i am more productive.

I know its a common thing but in my workplace there is stress all around in 100 different forms and it never lets up.

I think it would benifit everyone to rehearse their oral presentations to a test subject to really see if its effective in the learning enviorment.

I think a calender would be a handy guide to making the most of out time.

I feel that to disarm any possible problem or angry or silent students the best way is to involve every one from day one. Set the guidelines, objectives, policies, procedures and what ever else needs to be covered in your particular class, then ask for input on their opions. This usually gets them thinking with little or no response. Then half way into the course I ask them again to what thier ideas, feeling and thoughts are on the curriculum at this stage of the course. I get alot of input even from the silent students. I ask what can I do better, how can we as a group make the course better, so on and so forth. On the final day I ask them again, so I keep them engaged in the subject matter through the course, ask for possible changes and improvements, what works what doesn't work, and where can we interject something completely new and differant. I find that most angry students get that way because they fell that no one cares or will listen, engage them before they engage you and this disarms them and makes them work with you to find improvements and answers. I know that we can't always get away from some problems but this had worked for me for some time now.

You can take a class of any size and the students will fall into one type of group or another. You may have a couple that are center stage students, a few may have low attention spans, a couple could be ready to give up, or the excuse givers. All this, is what it is, and has been for as long as we have been teaching students. We as facilitators, teachers, motivators, role models need to bring all students together regardless of the class situation. It is up to us to set the bar , raise the standards, and get all students involved in the course and its content no matter what is going on. Be flexable use state changes, ask questions, make them part of the class and not just someone who is sitting in a class. By taking charge of our enviroment, being interactive, showing excitement, and maybe a bit on the wild or crazy side at times, we can bring any type of student into focus and give them back their drive, or put them into their place with very little actual effort. Learnig needs to be fun, exciting, and the willingness to learn is up to us to direct each student in their proper direction. Don't dwell on one type of problem student, this will take away from what is important, and that is teaching our students. Get all involed by choice their choice by how we interact with them.

Getting the students envolved early is key to grabbing thier attention, stirring up excitement in the course, and wanting to learn. Work in small segments, get their hands on material and components of the class projects and let them see, feel, and participate in activeities that they will be doing while in class. These interactive demostrations act a practice time that opens up lines of communications and questions that the whole class can participate in. This increases the excitement felt towards the course and its content.