I find managing stress works best when you find a task or something to do that helps relieve it during the day, like listening to some music, or talking to someone that can help relax you, or even something a s simple as indulging and getting a treat for yourself...cinnabon anyone?

One of the things that often happens is numerous people may want to use the scantron machine or copy machine at one time. To avoid waiting, I've made master copies of all the exams and look through them each time one is administered to ensure there's no writing on it. There are numerous forms of each exam. As for scantrons, one method I've found works best is to simply punch holes as answers on the actual scantron key, and then place it over a student's scantron. Each hole that is unmarked is an incorrect answer.

I feel that class room management starts when an instructor first meets his class. Making clear the expectations, usually sets a tone for the entire term and for the whole class. We will always have those that might not cooperate and that is when we need to use our diplomacy skills.

It can become overwhelming having so much to do especially when there are multiple classes, but truth be told, I find what works best is using the note pad on my phone and simply checking things off as they are completed. Let's face it, technology has entered nearly every facet of our lives and there are numerous options on the note apps to make and utilize a to do list that work really well!

What is the best way to encourage a cheating student to study and be prepared?

Is it a good idea to have students imagine what kind of student they are one day one?

How much detail should be included on the first day?

What is good follow up for students who always say they will do better but do not?

It appears that more and more course content, exams, instructor solution manuals, etc. are showing up on the Internet. As a result, the opportunities for students to cheat by using this information seems to be increasing. Wondering if my fellow instructors are experiencing this in their classes more than before.

I have to admit, I worked for another college and people were always at each other's throats, the wrong person was running the show, and no one was very friendly because of the daily atmosphere. I am very blessed where I am now because everyone is always very friendly, willing to listen to suggestions, and they appreciate what we do. It's a wonderful feeling. I do relate to those of you who have issues with your institutions. The best advice I can offer is "Is it worth it?" If not, try to find an equitable solution to the problem(s) or find another job as soon as you can. You're more important than being miserable!

As a new instructor, I have come a long way in maintaining control of my classroom overall. I do have an occassional issue with a talkative student (one in particular), and I can't decide if I should break down and assign seats?

Many students who are new to a program or school are afraid of being judged, especially by veteran students or teachers who might shoot them down. I like to welcome them in and have a first day writing assignment where we all discuss what we want out of our education. Most students, regardless of how far they are along say the same thing. This is the great equalizer.

Plagarism is a huge problem, but it can be reduced by having students write "respose" papers which are essentially their opinions on subjects. This allows the instructor to familiarize themselves with the student's language and grammar thusly making it easier to prove if they are cheating. It also faciliates class discussion as they are voicing their opinions.

I find that if I eliminate their need for electronic devices, but use my own such as my Ipod to listen to information podcasts, or the projector to show short lectures on youtube, that the students feel less inclined to reach for their computer or text under the table. The use of technology is important and it shows how versitile it can be for them in their career.

As a new instructor at a Technical College, I found this reassuring that I'm moving in the right direction with management - not 100% but moving in the right direction.

Its very interesting to realize that during most of my education most of my instructors were controllers. I see myself as a guide. And I was often criticized for not having complete control in my classroom, but my biggest incentive to be a "guide" like instructor was remembering the days when I was a student, and how I hated being in classrooms where the teachers were controllers and enjoyed more the classrooms where there was more open discussion. Fantastic course...learned a lot.

I have always found that if you wnat to be successful find a SME in the field who is a true professional and emulate their good habits until they are your own. If you want to be successful do what successful people do.

Quiet students to me present the largest challenge. I find myself constantly wondering if they are getting the material or if they are just moving along hoping for a C. One of the ways that I find helpfull in dealing with quite students is to have the class do a daily review of material covered with their bookks closed. I try not to single the quite students out but find myself asking them more probing questions about their understanding of the material covered that day. I find that this helps me to at least make sure they heard and understood what that nights class was about. I find it also usually leads them into asking questions about material they are unsure about.

In each class I have taught I have found that I usually have at least 1 syudent who has an excuse for everything, or at least most things. The best way I have found to deal with these type of students is to give them encouragement while at the same time making sure they understand the class grading policy does not make exceptions. After the first week these students usually get on bored and stop with the excuses. Occasionally I will get a student who can not seem to get it together. This student is usally failing my class due to attendance issues, missing assignment issues, and participation issues. By mid term i end up having a very serious sit down discussion with this student and I find that not sugar coating the truth is most helpful for this kind of student. I lay out where they are at and where they are headed should they continue the course they are on. So far this seems to work really well.

When going over the syllabus with a new class I find that if I can relate to the adult students how this course will affect them in their field I will have a much more engaged class from day one. Some of the students have a difficult time envisioning where they will use this course material and can easily miss the importance of attendance and participation. One of the ways that I try to help these students grasp the importance of actively being engaged in the class is to point out the effect training has on their pocket book. If they can see the dollars and cents of the class I find that they are much more likely to participate, as well as they tend to put forth a much greater effort into their assignments.