I was a silent student for most of my schooling career. I wish more of my teachers would have practiced the techniques described in this module. I look forward to employing them myself.

I love the suggestion of using their own talkative tendencies to help progress the class. Its a great win win situation.

I've had trouble in the past being firm about this issue. I very much enjoyed the suggested solutions to quickly deal with this problem.

in my pasr experienced the first day of class is always an anxious situations. and feelings. i felt that i have overcomed that by having my teaching materials ready and my expectations are set and i am presenting my self organizely and professionally. i also made a decision to memorize my students by the week of my teaching and i have been consistent.

with my past experinced i have a couple of silent student and by me working with them individually before class and assist them or let them know that i am available for any question. when this silent student starts to show some confidence with classroom activities i start slowly assigning them to be in a co-lead role perhaps lares a lead role.

with my experiemced i had 1 pr 2 students each cohort and for me how to deal woth that is to work with them idividually at times to explain my expectations . at times i do use the Card questions if that challenging stident like to ask too many question.

It happens where a student who is not terribly proficient in English will exhibit symptoms of boredom. I've learned that it's not boredom as much as confusion. Imagine being in a situation where everyone around you is speaking a foreign language that you don't understand. Sorry to say this, but it sometimes happens that a student will slip through the cracks of screening. This can be a very difficult situation for both student and instructor. I've had to identify these students with program directors and find out how they want me to proceed with them.

Three years ago I became a marathon runner (for multiple reasons). While health is the main reason, a close second is stress relief. Nothing makes me feel better when I'm stressed than a good ole fashion run...and the more stressed I am, the harder I go. FYI, just completed my 16th half marathon along with 4 full marathons. Great for stress...and you get t-shirts.

I often tell students that it is normal to feel anxious or stressed when initially at their externship site. I tell them that is is a "growing pain" and that in time they will feel more relaxed. It is always difficult going into a new office, especially when you are still perfecting your clinical skills. I explain to them, that even though I have been in my profession for 30 years, when I work in a new office it is stressful for me because it is out of my comfort area-new co-workers, patients, etc. I am unsure how things are done, or where everything is kept. So I explain that it is a normal emotion. However, now that I have taken this couse, I am thinking that I could advise them a bit differently as far as coping mechanisms.

Even with being well prepared, organized, and dedicated to sharing my expertise and knowledge of the field with my students, it is not always easy to manage these students. Your comments/susggestions regarding this topic is greatly appriciated.

As a new Instructor, Center Student has been an ongoing issue in my class. I didn't try Use-it Wisley Cards, but tried to encourage to raise hand before speaking. What other sugesstion/comments do you have to better handle such students? Thanks

In my very short peroid of teaching profession, I noticed that it is not easy to motivate some students regardless of going above and beyond in order to motivate them. I would aprreciate your feedback regarding techniques to motivate such individuals and help them personalize the course content to their career goals.

its very important to really be clear with your information and have all information needed for that class is given. students in my past experienced learned and paeticipate more if the expectations are clearly given.

I have a student who has been strong in class and on quizzes and tests and is choosing not to do homework assignments. Homework is 15% of the grade. I have tried talking with the student privately, but the student has a busy life and is making a decision they feel is best for them and their situation due to the passing grade they are able to achieve without doing any homework. Should I stop speaking to the student about the missing assignments and accept the decision they have made?

This course gave me some better ways to handle late assignments making the expectations very clear

When Insructors make mistakes no matter what you feel bad this course really gave me some great insight for different was to handle it

This really helped me to have insight with adult students

This course was wonderful It by far was my favorite I learned so much and It was so helpful for me and my students

I have found my biggest problem with time management is continuous interruptions. I am in an administrative position, but also teach. I oversee students and also instructors. While I do NOT mind helping others and am VERY approachable, this does create time management challenges for me. When absolutely necessary, I will close my door; however, I have strong reservations about being behind closed doors for too long. I am always concerned a student will need me and not want to interrupt by knocking (due to the level of respect we have for each other). Honestly, my instructors create the majority of the interuptions for me (again, all VERY purposeful). The biggest challenge is while I do not mind being interrupted (want to help), I lose a tremendous amount of time getting back into the flow of whatever I was working on when the situation is handled. Any suggestions to how I can better handle these transitions to avoid the delay in returning to the task at hand when I am ready?

How do you handle situations where students are asking for advice concerning their personal situations?