Aidan McFall

Gratitude and meditation have worked in the past for me. Unfortunately, at times of high production stress, those techniques are often the first to go.

Good tips - I not you, written student-authored improvement plan, correct behavior not student.

I love the idea of essentially approaching each day as a brand new start. Let's say an instructor was struggling with content mastery. Each lecture is a chance to improve by starting anew with goals of mastery. Each lecture is an opportunity for a first impression!

Online only education is less controllable than blended. I turned my syllabi for such courses into a document that students must sign acknowledging that they can comply with every rule and requirement of the course (first week assignment). It helps. 

I just want to take a moment to encourage you all. You can do your life!!!

Not enough time to do anything particularly well. 

Getting students to grade papers is an interesting idea but not one I am going to engage in. Technical lectures do need updates. I find it interesting that we have experienced so many modules on re-designing the wheel towards personalized student experiences but in this module are essentially discouraged from "reinventing the wheel" when it comes to lectures. Hmmmmmmm. Quality assurances in every aspect of education is required and that is a committment of time, reflection, creativity and thought analysis.

Quality assurance - like effective organization, requires time. I think we have reached a point of absurdity with certain positions. For example, I am supposed to run a state-wide consortium without ANY additional help when I was hired as a regional program director. No amount of lists or prioritization or "effective time management" will create feasibility when more than 24 hours are required in a day to complete required tasks. But thank you for the suggestions.

Name learning was solved by using name placards. My biggest issue is having so many associated duties, that teaching and course improvements are the last items of my list. 

I love offering a challenging student the steps and opportunity to escalate a challenge....Listening is important, but encouraging them to make an appointment with you in order for you to set aside time to listen to their complaints is effective for both parties. It allows the student to ask themselves, how serious are my complaints? and gives the instructor the time to listen and document student concerns.

In my orientation, we discuss student stereotypes with my assurance that I have been all of the stereotypes! We address common issues: the know-it-all, the shy person, the mumbler (someone complaining under their breath)...it has beens successful because I explain that highjacking the learning experience of others won't be allowed and students will be asked to leave if they engage in highjacking the room or hurting other students' learning opportunities. With that said, I like your colored-cards for talking - that might help the shy folks as well.