A major cause of stress for me is trying to do everything for everybody. If an instructor is absent I am often asked to cover for them. If a student group needs mentoring I volunteer. If a coworker needs help with putting together a lesson plan I am there to help them. This module will instrumental in helping me to prioritize which tasks and requests are most important and doable according to the time that I have available.

I think building a good relationship with your students will help make your day go by easily.

I listen and let them express their feelings.

I set a specific time and date for homework submission and that it teaches them how to be responsible in everything they do.

We need to be patient at all times.

I teach in the clinical track with dental residents that have just left dental school and have been taught the A-Z of general dentistry. To place there education and limited clinical experience into the "real world" experience with examples of creative dental treatments captures their minds for the beginning of their one year residency program. For the dental hygiene students we teach, they see the potential for their participation in the private practice of their future. Is my situation different from the adult education programs others are involved with and with witch I am unfamiliar?

I find making a organized list of things helps out. The only problem is starting by putting it on paper.

I have to employ several techniques. I make a basic seating chart, and as the students stand up to answer introductory question such as "What I am known for" I will note down their name, a physical characteristic and a point of what they shared. I will also have them put up a name tent using a 5X7 card. The students will pick up and return the card daily. I use these cards to take attendance, divide students into new groups daily,and put personal notes to the students.

I've found that by organizing tasks in the same style covered in the module, that it is pretty easy to complete what needs to be done in a timely manner. What is complicated is sometimes putting aside ego or urgency when working through the task lists. Students should always be the priority though since they are ultimetly the customer.

Dogs live in the present and seem to be happy animals. Making a "to do list" and looking at that long list seems very depressing to me. Of course preparing for classes is very important and a certain amount of time managment is neccessary, however after several years of doing it, it has become rote. My life experience has shown me that most of life's stresses are self-imposed with nonexsitent urgency.

I think the process of writing your tasks down is a very good thing to do since it lets you cross off tasks as you complete them and you don't forget anything.

I find that angry students really just want someone to listen and hear what they have to say. When I notice a student is acting out, I like to pull them aside after class and give them a chance to discuss any issues they may be having. Most of the time, they can vent and feel a lot better.

I use homework as motivator for students to study by allowing them multiple chances to improve their homework score with repeated attempts. To get the maximum score, the first attempt must be turned in by the due date; points are lost from the maximum for each day that first submission is late. Using on-line tools gives the assignment an "entertainment" aspect, like a trivia game, as they try to beat their best score. The repetiton enhances their familiarity with the material. Because of this, I find it counterproductive to let lateness drive a possible score down to zero - they lose that motivation to study.

I have a student who has anxiety attacks when she feels uncomfortable in a situation. She had opened up to me about meeting new people is very difficult and she goes into depression. I tried to incorporate group activities and reading out loud into my lectures to help ease her. Some days she seemed to be fine, but there are other days when I see her isolating herself. I want to help her but I don't want to push her too far...any suggestion?

Whenever I am teaching a course for the first time, I am honest with my students and let them know. I then follow it up by stating that we all have to start somewhere, and that they too, will soon be in the same situation. I've had nothing but positive responses from the students. Similarly, when I make a mistake, I laugh at myself first before the students have time to pounce on me. I find that being humble and honest has allowed me to be more relatable to the students, but has also earned me respect in the classroom time and time again.

Often instructors will teach a course not knowing what it is the students already know. If you don't ask questions that refer to prior knowledge students easily get lost in the current objective.

Even though having pets can cause stress, I find playing with my dogs, taking them for a walk, or even talking to them about my problems helps me deal with stress.

I worked as a firefighter for 22 years and had to deal with stress everyday. I discovered what works for me to relieve stress, however what works for one person may not work for everyone. Stress relief is a ongoing process that needs to be worked out and adapted to each stressor as needed.

I teach a intensive hands on class and have many "props". All of these are organized by type on a table for easy access.

What is the best way to deal with students with high stress?