In the real world there are some circunstance can cause a stress in our life. We need to pay attention on situacion we are living. It could be on a personal life, as a trafic situation, we may want to change the root to go to work or live to work earlier. Some little change, make a diference of a cause of stress. Also a cause of stress could be professional. As a instructor is necessary pay attention on the situation we have and from there take an action to prevent a stress.

Classroom management assists with identifying those who may not be understanding the task. Once the student is identified you can quietly ask if they need additional help and or clarification.

I have had some interaction with angry students. I was able to calm the student and offered some alternatives for future discussions to resolve the concerns.

I found this section very informative on how to handle the various behaviors of students. I like the colored card idea and wil incorpoate some of these techniques in my class.

I want to emphasize to my students the importance of meeting deadlines as they are essential not only in the classroom, but even more so in the workplace - how can I achieve this without sounding too "dictatorial"? Have them provide input on what the standards should be? That seems dangerous. Perhaps I should begin with an example of late work and make it a classroom discussion. A little role-playing activity? (I may have just answered my own questions). Thoughts?

This past presentation helped me realize my tendency towards perceiving all teaching matters as urgent, and immediately tending to them. As a newer teacher, I feel that this has stemmed from insecurity. Additionally, I have several tasks to complete each day between teaching, grading, going to school myself, and personal matters. This presentation has also helped me realize my growth towards not handling matters as immediate as I used to. I feel that I am growing more towards handling more urgent matters initially (e.g. rescheduling a test), then moving towards the less urgent matters (e.g. grading a paper).

As educators, we have chosen a noble profession to inspire and grow those we come into contact with...

People act out for a variety of reasons; we should seek to understand, then respond appropriately...

Introducing a caring and understanding approach along with situational leadership should help to set the right course...

Our purpose as educators to share and inspire; what other leading factor is their?

One thing I love about where I work is the rapport between instructors. When something works well for one instructor, instead of others feeling threatened, we all learn from their success. We share ideas and teaching methods. We even share and help each other with assignment ideas. I believe that this makes us even stronger as a department.

No matter how creative I have been or remind them to be open to others points of view. Still have students saying disrespectful statements.

What is the best way to handle a student who helps in class but then has been over heard complaining about helping? .... 1st time instructor

I have been teaching adults for over a year now in a technical school and have been disappointed with the lack of work ethic and responsibility students have. Age of students range from 20 to 40 and the lack of responsibility and accountability is startling. I have tried to encourage that they take more responsibility and pride in their work in addition to being accountable for their learning efforts and have seen some change but overall, the majority still have poor work ethics. I feel that recent generations have developed an entitlement complex where they feel they can to put little effort into things but expect big results. Has anyone else noticed this trend and does anyone have any other recommendations to encouraging self motivation and accountablility?

In this course i learned how is importante to administrad a stress in our lifes. Because the stres it is every ware. It could be in your personal life and in your professional life.

Since I have become an instructor I find that stress levels are sometimes high. It really doesnt matter what you are doing if its something you are not use to it gets stressful. Also working in an environment that has coworkers that have conflicts also adds to the stress. I used to go home and carry the stress with me, made my wife and I miserable. I have learned to deal with the stress by confronting it and trying to have a good time.

As was stated in this module, having a close relative, friend, coworker, or even department head could help with stress reduction. For example, I was hesitant at first with the idea of having to create course materials from scratch. My program director assured me that by contacting the book's publisher I would have access to their PowerPoint slides, test banks, and other resources that I could modify to my liking. This allowed me to reduce the stress that comes with teaching a course for the first time.

Teaching a course for the first time usually brings loads of stress for the instructor. Basically, an instructor is required to create materials from scratch and try to improve upon course delivery as the semester progresses forward. However, at the conclusion of the term, the instructor is left with a collection of documents that can be reused for future sections of the same course. By having these materials saved, instructors will benefit from less stress down the road.

Do you find yourself creating new exams each time you teach a course? Well, there is one strategy that has proven successful for me over the years. Basically, you should develop two versions of an exam per block (i.e. every 3-4 chapters there should be an exam. Versions A and B can be rotated by term or year to keep things fresh). Here is the catch: Do not allow your students to keep their exams! You may still share the results with the student; however, they are not allowed to keep the test. By restricting access to the exam, you can rest assured that the questions will not be shared amongst students in future sections. This strategy will reduce the time spent on creating a new exam from scratch and subsequently ensure adherence to the academic honor code.

Teaching a course for the first time involves a lot of work on the part of the instructor. Areas such as syllabus creation, lesson planning, quiz/exam making, homework grading, etc. can cause stress because the work must be done from scratch. Therefore, "to-do" lists and excellent time management will lead to effective teaching. Fortunately, as time passes and the class nears completion we are left with a valuable reward in the form of important documents. These documents can be reused over and over again for future iterations of the same course. Essentially, all instructors must experience periods of temporary stress in order to enjoy an easier work schedule for years to come. I would like to point out that the best instructors will take their template documents and add changes as they see fit. It is never a good idea to remain stagnant in our profession.