When a stressed teacher reaches the stage where their stress impacts negatively on their performance, a programme of stress management is often recommended.

My school is very small, I haven't space for my things. I need to move my books, quiz,pencils, pens,etc inside to the big handbag, this is terrible. What I can do?

Is very important to do list to control all our activitiess. Each Monday I do the list and prioritize my tasks. Every day I check the list and rewrite it, if is necesary. For me is a excelent method the control strees

to do exercises is a good way to eliminate stress

Stress is a barrier for good communication. and we should neve make decision when we are under stress.

It is always good to check the teaching material before we use it to prepare the lecture. and we should in contact with the publisher for updates.

Setting priorities has two basic elements they are Urgent and important and the fact is. that we dont take into account this two elements but we prioritaize according to our desires.

One major stress factor in my life is having too many jobs. While there are some full time positions available in career colleges, many of the instructors are adjunct. We work part time and have no benefits or job security. However, we are still responsible for providing an excellent education experience for students at our schools. Adjuncts rarely make enough money to work just one job, so most supplement their income by working at multiple schools. Working at 3 schools is hard to manage, with all the different policies, passwords, colleagues, etc. This course is providing some excellent ideas for dealing with this so far (I am definitely going to organize my computer folders!). Does anyone have any suggestions we haven't seen here so far?

Hi everyone, I enjoyed learning about some ways to save time as an instructor. One thing that came to mind as I read about re-using materials is that textbooks change so often, making it difficult to re-use the same PowerPoints, lesson plans, etc even if you are teaching the same course. Has anyone else encountered this problem? If so, how have you dealt with it in the most time-saving way possible?

I have to say remebering students names happen to be the most difficult especially when I'm getting flooded with questions. I try to address that by putting students in groups and then give names to each groups and it helps me to at least link their name to the group names.

Are there any other tools that can be used to help silent students get out of their shell?

Breaking up larger groups into smaller groups is a great way to get students to "gel" together especially for the first semester.

I wish I did this training the first year of teaching. I learned the hard way that you have to spell everything out and leave nothing to incorrect interpretation.

Do you find that group projects are an effective way to increase the performance of students who merely want to get by with passing the course?

I have this problem regularly with younger students at the trade school level: I am discussing a subject, focusing for the moment on a particular part of the classroom, when there is a discussion between two students in another area. When I indicate that they are talking while I am talking, they say "but we are talking about the subject too!" (Not always likely of course.) How might I address this? When I say they should just bring it up as a topic of discussion, they just look disgusted and annoyed with me. I have yet to come up with a successful solution to this.

Patricia, I was surprised at the section on a "Cluttered Desk" means a "Cluttered Mind." I'm not sure that I agree with the analogy. I've seem many a teacher and researcher that had a cluttered work place but was very "crisp" in presentation and thought. Comments please? Thank you, Bill

Patricia, If we, as teachers, catch a student cheating, one of the alternatives is to write down, agree and have the student sign up to those conditions under which he/she (the cheating student) may remain in class. It seems to me that is a slippery slope. That is, we have just provided the student with authority that conflicts with the ethics of the situation. How do we reconcile that in such a way that it doesn't appear to be wishy-washy and reinforce the students actions? Thank you, Bill

Patricia, I've found that using the "small group" technique to pressure the inattentive student into working sometimes backfires. That is, all we've done is frustrate the other small group members by forcing them to deal with the inattentive student and pick up his or her workload. What technique do you recommend we use to to ensure we are fair to other group members as well and not imposing an additional workload on them? Thank you, Bill

There's always a place for those that challenge the status quo, but periodically you have a student that always sees the cup as half empty and after awhile the class doesn't want to listen to them. How do you bring that student back into the fold as far postive contributions?

the best way I have foundto handle stress is when i fell it coming I stop what I am doing and take a short walk around the the halls what ever is availble then return to the problem 99% of time when I return everything has clamed down.