You write, “If you are giving your students options, make sure you spell out these options as clearly as possible.” I want students to learn to be enterprising and self-reliant, so I will purposely leave some assignments open to interpretation. Also, regarding late work, you mention to students, “You will be reminded of these due dates throughout the course.” I don’t do that because I want them to learn to follow the syllabus themselves. Do you see any value in my approaches?

I currently have my own business Learn 2 Laugh Inc. www.learn2laugh.com I am a corporate trainer and I speak at conferences, businesses and schools teaching employees the value of using laughter as a way to reduce stress. My presentation was so successful the former CEC President personally sent me an email because he heard about my speaking engagement at an ACICS conference. I want to share with you all a new concept called laughter yoga. If you are ever stressed try laughing or watching you favorites comedy shows. There is scientifiec research that proves laughter is a way to reduce stress. I have tried this with my students and with faculty and the results are positive. I am focusing my dissertation on this also. Please research this and comment if you think laughter can reduce stess. Use the key word laughter yoga. I would love to hear your comments if you think this works. Here is a CNN link to start. http://youtu.be/ZKNB0OTrXKw

I order for students to embrace the classroom and technical college experience, the student should see in their instructor an example to aspire.

Student may desire a lot attention and try negative ways to disrupt the classroom environment.

It is important for the instructor to clam responsibility and ownership of the classroom environment. Students who are outspoken may try to take over the class, the instructor must know how to redirect.

I have found that meditation is tremendously helpful to me. For me it is almost a way of looking at everything in a calm, objective manner and gaining insights on how to move forward.

I find that one of the biggest problems for me is that I don't use my personal time off as would truly be beneficial for me. This is something that I am working on at the moment to use this time to go on a small vacation, just to be able to recreate and unwind.

I really like the idea of putting the answers to the side of the exam in order to make for fast, easy grading. I also like the idea of underlining and highlighting the important words in an essay exam. I have also found that answer sheets for the students to use during quizzes and exams to be extremely helpful in reducing the amount of paper that I look at when it's time to grade.

I actually decided to do this course because I am feeling the effects of being overwhelmed. I really like the use of lists, but I stopped doing them. I realize that I really need to put maintaining my list as one of scheduled priorities.

Starting your class room on the first day I have found that after introducing myself that I emediately let my class know that while we are here to learn that no one is allowed to disrupt the education of another student. On that note I encourage students sitting at the back of the class to move toward the front on the excuse that they may hear me better and if they need to ask a question that I may hear them better. Then I stop the class until they comply with that wish. After they have moved forward I then inform them that is thier seat until the lecture portion is over. If after that, they start to be disruptive or talk I stop and ask them what was that? As if they were trying to join the lecture. Then I ask if they want to add to the discussion to please raise thier hand and I'll call on them. This way they know that I will not tolerate interferance while others are trying to learn.

If I hit a wall of stress during a long teach day, I will go into the faculty lounge and sit quietly for a few moments or stretching my shoulders and legs a bit. Just a few minutes where I am in control of my body will take that edge off.

The biggest stress for me is maintaining my expectations for my students without giving into the let down of disappointment. We work with a grading scale for all students, I need to remind myself that they will not get 100% in the class and will not always give 100% effort. That does not mean that they are failing.

I teach writing classes, and I find it much easier to have the students take short answer quizzes, as opposed to all essays all the time. It gives them a chance to demonstrate more knowledge on different questions, and improves their ability to be concise when answering a prompt.

I find it is important to be ready for every class, but it is just as important to take a minute for myself between classes. I grab a snack or call home or check my email. Any five minute task that can center me a bit before heading back into the classroom can relieve the pressure.

Water is definately one of my stress relivers. I find that when I am feeling run down, water seems to be the only panacea to my headaches, runny nose, itching eyes, fatigue and irritability.

I definately have been a victim of my own stressors. When I decompress and monitor my path, time management is always at the epicenter of my stress. Over the years, I developed ways to cope by making lists and learning how to prioritize the things I needed to do in both my personal and professional life.

Short answer questions are just as good as essay questions in most courses. What i have found in and agree that there can be a lot of time wasted not only putting together essay questions, but also grading them. The other thing is that if an instructor is goingto ask students to underline their main words in their esay answers, then, it is more effective to create a short answer test. I have found that essay tests can be intimidating and all around can be a big time wasting venture.

I have learned a lot from the class. I have to impliment these NEW policies ASAP!!! Thank you for all of your help!

I had to adopt making lists early in my teaching career becasue I was often overwhelmed as well as suffering from immediacy.

I am a clinical instructor where there are usually 3 instructors on the floor at one time. Sometimes the students will say, "That's not what Ms. X says to do." or "Ms. X showed us this way." Other than running back to that instructor and saying, "they said this is how you do it or told them to do it," how else can I handle this?