It is very important to establish rapport and respect with students. Mutual respect seems to be the key. Students have to believe that the instructor is there for their benefit. Likewise, the instructor has to understand and respect students for their initiative to come to school as adult learners.

Wow this really helps clarify how to interact with angry and distant students. The biggest impact (I've found) is to the class. When nonperforming students enter the classroom, the whole feel of the room changes. Angry and distant students cause class discussions to drop off or barely limp along. Hopeful these new strategies will assist me in effectively neutralizing angery and silent students.

The techniques discussed should be very helpful with managing a challenging student. As described in our learning, my "challenging student" is great because he always has something bright to say. Today however, he actually refused to let other students answer questions. The class became visibly annoyed with the student. In my attempts to communicate with the challenging student, I asked him to let others have a chance. Sometimes he would wait. Other times he would blurt out answers...or actually talk over me as I was trying to re-energize the class discussion. I recognize this is an attention getting technique on the part of the student. My next step as mentioned in our learning is to have a talk with him about his behavior.

Students seem to embrace learning when there is a direct correlation between their school assignment and their chosen field of work. If the assignments remain relevant to their planning and job aspirations there seems to be greater care given in the preparation and delivery of their work. In my Oral Communication class I focus on personal or professional interests to motivate students. Quite often the results are well thought out and presented in an atmosphere of excitement.

I teach accounting, which consists not only of doing journal entries and preparing financial statements, but also of performing computations. For all of these purposes, doing work in Excel clarifies and facilitates the learning process and prepares the student for the way accounting is done in the real world. The text books I use typically include about four exercises or problems that are also available in Excel form. In addition to other necessary problems, I usually assign all of these Excel-based tasks. Furthermore, in addition to using lecture to initially survey and conceptually illuminate a chapter, I allocate time for in-class exerces anf problem solving. My students often tell me that they learn better by doing and practicing in class. For some accounting topics for which Excel-based alternatives may not be provided that are nevertheless complex and essentially require the use of worksheets to solve problems, I have created Excel-based templates for students to do such homework problems. Good examples are inventory valuation methods, such as the gross profit method and the retail inventory method, as well as general inventory calculations. Through the use of text-provided templates and some of my own, I endeavor to give my students illuminating and usedful hands-on training and practice to strengthen and reinforce their learning and comprehension of difficult accounting concepts and techniques. How do other instructors (perhaps apart from teacher of IT) use electronic media to enhance their educational purposes?

I like to constantly update my course materials based on feedback from students and managers a like. I feel that my course in in a constant state of improvement.

How do you deal with the student who always has a sick child, or death in family and cannot get work turned in on time?

What ice breaker activities have you used in class? and was it successful?

Takes effort and pratice but helps in developing an instructor student relationship.

Eliminating/minimizing cheating is easier said and done. Students are becoming more proficient at cheating.

Students want to identify with success. A successful guest speaker will create a buzz, act as an example and motivator for students to stay the course.

Instructors at the first class meeting should be explicit regarding late assignments. This will save time and articulate your profesionalism.

The scenarios addressed angry and insecure quiret students, but it did not directly address Students who Bully other students by intimidating them into handing over homework assignments, etc. In larger classrooms some of the quieter students wil not tell on a bully and the quieter student often sithdraws. Later onw e find out that a particular student was unkind. Question: How di instructors identify the bullies so they can be supressed and all can succeed?

Occasionally a student will attend classes with multiple day body odor. Students can re-position themselves in a lecture class, but not in a lab or small group session. Our college is small. Once I spoke gently to a students to see if they were between apartments, and they were offended and dropped out of college. How does one handle grooming or should it be left to peer pressure?

The student had bad attitude and challenged the instructor everyday. It was hard to be non biased. It was a challenge not to show dislike for the student or to treat differently from other students. The control that the instructor had to have was incredible. Talked softly and clearly but was firm. Set boundaries and stick with them.

What is more important? Well,, to respect instructor is important but to like instructor is also important. I can respect an instructor if he or she shows students his or her knowledge or shares experience. However, it is sometimes hard to like the instructor as a human I know, hard to come closer to the instructor as general human relationship. I sometimes have lunch with my students, they like and respect me. So I cannot say which one is more important.

I have one student who is not patient in class. It takes time to get a certain result, but this student does not wait. Whenever he gets frustrated he leaves classroom and come back in an hour or leaves for the day. I do not know how to control his behavior(leaving classroom).

I am teaching computer software like photoshop or illustrator. Some students learn really fast by watching one time of demonstration but some students need to see again and again. I cannot keep staying at one demo to make them understand. I need to keep moving..sometimes I cannot finish shat I need to teach in class. What can I do..?

I set a class policy including "late assignment" rule. I accept late assignment by the following class of assignment due with 10% deduction of point. But there are a few students who miss assignment often and just skip to turn in. I give them one more chance to submit the missing assignment by the last class of the term to get at least "pass grade". In this case, I talk to the students individually because I do not want my student to fail the class.

One of the greatest frustrations for me as a teacher is to have an exceptionally insightful student who has demonstrated an ability to really shine in my class and then coming to the realization that they are only doing just enough to pass the class. What are some ways to address this learner and let them know that you realize their potential and to let them know that you konw they are not meeting it fully?