James Jackson

Location: chicago, il

About me

James is the Senior Associate at JAJ & Associates, Adjunct Faculty and eLearning Consultant at MaxKnowledge and member of the Board of Advisors of Dream Catchers Global. James was the Associate Provost of Faculty Development, President of the Online Division at Harrison College and the Director for the Center of Technology Resources for Indiana Business College. Because of his extensive background in technology and his entrepreneurial spirit and passion for assisting aspiring business owners, James has provided his leadership/project management skills in many start-up operations mentoring dozens of young leaders over his career. All providing great growth opportunities for his stakeholders.

James has developed more than 50 courses and dozens of programs in the areas of technology, business, progress management and general education. James has been an instructor for more than 15 years during which time he provided training to over 500 trainers and more than 5000 students. His academic background includes a Masters of Education in Occupational Training and Development and is currently working on his doctoral dissertation in Higher Education Administration emphasis on Strategic Enrollment Management. James enjoys working with students and assisting them through complex concepts which he is able to turn into easy to understand and usable skills.

A full profile of my professional career is available on LinkedIn:

http://www.linkedin.com/in/jamesajacksonjr

Connect with me on LinkedIn and here in the Lounge.

Interests

my family, golf, tennis, swimming, and participating in youth sports.

Skills

faculty development, elearning, program and curriculum development, project management, business analysis and technology integration

Activity

James Jackson

Discussion Comment

School Discipline

Robb, what channels are available to you where you can raise awareness of your concerns? There are pros and cons to strick rules that have no waiver options. Would be good to know the perspective of your administrators as to why sometimes the rules need to be applied and why sometimes they are not important. How should a student prepare for their day if one classroom is more relaxed than another? What information is provided to students so they know how to handle such situations? Thanks for anything you can share. James Jackson

James Jackson

Discussion Comment

Improving Classroom Management

Mary, what action steps will you be taking over the next 30 days to put what you have learned into practice? Writing out your goals and setting milestones and accomplishment dates can be a great way to greatly enhance your chances of changing behaviors. James Jackson

James Jackson

Discussion Comment

Improving Classroom Management

Dawn, well stated and thanks for sharing a great technique. As instructors we need to be part of a larger community where we can share ideas and be willing to try new things. James Jackson

James Jackson

Discussion Comment

Classroom Discipline

Tammy, one approach is to just discuss such issues day one of the class and provide the rules that students need to know when having classroom discussions. No classroom confrontations could be one of your guidelines. Provide a solid set of rules by which students know how they are to interact and also provide the displinary actions that will be taken if students do not follow your rules. You will also want to provide students with a clear path of what actions they need to take if they want to bring something forward that is confrontational. Redirecting their energy and… >>>

James Jackson

Discussion Comment

Classroom Discipline

David, does your institution also have any way of providing an annotation in the student's permanent record? The purpose of this would be so other instructors can review past performance issues and make their own decisions with respect to further displinary actions based on their history. If a couple of courses later the student plagiarized again the instructor at that time would have access to your notes and can take the next appropriate action. Thanks for anything you can share. James Jackson

James Jackson

Discussion Comment

Self-Doubt

Lloyd, well stated and this is an example of instructional scaffolding (Sawyer, 2006). Over time they will not be as dependant upon your direct support as you will have delivered enough of your knowledge to them that their own sense of what is appropriate will take over. Keep up the great work. James Jackson

James Jackson

Discussion Comment

Self-Doubt

Ariana, well done and right on point. So many students feel their situation is the more difficult road to travel and feel others have the easier path. Truth be told, everyone has their own set of struggles and rocks in their roads. Regardless of the rocks, they can all be reduced to pebbles if their is desire and a willingness to move forward and make use of the resources available. For some students just providing them some skills in time management, project management and stress management can provide the tools essential to being successful so be ready to find those… >>>

James Jackson

Discussion Comment

Self-Doubt

Virginia, great job and through these actions you provide a safe environment for your students to engage and to learn. Keep up the great work. James Jackson

James Jackson

Discussion Comment

Self-Doubt

Dixie, great point and instructor self-doubt can turn into burn-out. What actions do you take with your peers or supervisors when you feel you are getting a bit burnt-out? James Jackson

James Jackson

Discussion Comment

Self-Doubt

Patrick, can you share some of the ways you show encouragement and positivity in your own classroom? Thanks for anything you can share including specific examples and any noticable results. James Jackson

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