Well planned syllabus is very important, is useful for the teacher as a guide. Engaging the students with different type of activities is helpful, but it requires more time for the teacher.

I use comedy as a stress relief. I enjoy watching stand up comedy, it really has helped.

My way of coping with stress is comedy relief. I try to have a good laugh a few times a day.

This has been something I have struggled with. I can list the things that need to be done, then I find myself just completing the list in the order I have written.

These are the strategies I have learned from this module. 1. Create a positive learning environment where the students can trust that you have their best interests in mind. 2. Address all problems without hesitation. Problems are easier to control if they are small. 3. Monitor all situations efectively. Instructors should always be prepared to handle any situation quickly. 4. Let your students know you are available to assist them and that you are aware of the work they are doing. 5. Maintain a strong connection with every student.

I teach a subject that addresses a specialized area of practice (game audio development) within a broader professional field (audio production). By its nature, the specialization requires advanced development of challenging technical skill and higher-order thought. In all fairness, it is not a likely target for a majority of my students. Many of them pick up on this early on: they tune out and turn off. I am working to develop presentations and activities that offer learning objectives more easily generalized outside of the specialty. But I feel strongly that it would be a disservice to the students to entirely gloss over the most important, characteristic aspects of the subject. Do you have techniques that you can recommend for presenting very challenging lecture material in a way that allows students to feel comfortable knowing that they will not be held responsible for having fully absorbed or assimilated the information? Looking back at my favorite teachers, they have all offered "a finger pointing at the moon," showing me how far I have to travel, and suggesting that the reward is commensurate with the distance. This approach only worked because I was able to distinguish between the moon, and the material that was actually going to be on the test. How can I communicate to my students that it's okay to be a little overwhelmed, that sometimes they're actually supposed to feel that way? Thanks in advance! Stephen

Students need to know that the instructor has ethical boundaries. Trying to keep the conversation academic based will reinforce the instructors intentions to maintain a professional classroom experience. Some students may try to focus attention on personal situations, so I think it is up to the instructor to keep the conversation curriculum based and on topic. Some students need a bit more redirection from the instructor, but if the instructor knows the content well, it will be much easier to redirect students.

Instructors have multiple strategies to manage disruptive behavior. I find that by applying psycho-social theories to classroom teaching I am able to build rapport and gain the trust of potentially disruptive students. Some of my students have career related PTSD and I use a hand signal system that gives them an opportunity to alert me that their stress level is going up. This allows me to manage potentially disruptive situations before they erupt and gives the student a chance to self-monitor.

Today's educational setting requires instructors develop an understanding of all learning styles in ways that allow identification of different strengths, intelligences, and approaches to learning.

I like to engage the students to participate in establishing rules and boundaries during our first class. If they participate in the rule making process they recognize their opinion matters and the rules will also matter. This is a proactive approach to establishing a safe learning environment.

A well prepared syllabus is like a raod map to success. Without it students feel lost and unfocused. Rebecca

The Socratic approach to questioning is an engaging method of teaching that is useful for instructors to engage students throughout the class

It is essential that the learning environment be clean,well lit and comfortable for students to effectively focus and learn. Rebecca

A well prepared syllabus is essential to help prepare and communicate course direction and objectives. Rebecca

Does anyone have the problem of defining adult? I have issues with age and maturity. The student wants to be treated as an adult, although they act like a minor in behavor. Any suggestions on how to address this?

The instructor is responsible for clasroom behavior!

It is ok to ask for advice because this act does NOT always show that we dont know what we are doing.

One must see that angry students sho7uld be heard and not ignored!

The explanation of the different types of students and how to use strategies on how to effectively help them will be used in my future teaching assignments.

I most certainly have jitters about my first time in the class room. This module was very helpful for me.