You should be able to get on a one to one communication with these students, if not you will not connect with them. They learn best with this style or method.

With a class of different ages, I find that adults understand material more quickly. What kind of tips can you give on keeping the interest of all students?

I recently started teaching at a local college and it's been great. But I have one or two students who consistently argue with one another. I've been able to steer the class back on course, but it happens once a week and takes up valuable class time for others. Does anyone have any suggestions on how to prevent this from happening?

I have found that several of the techniques taught in the lesson have always been good coping techniques for dealing with stress that cannot be eliminated. I have found that listening to music is helpful. Usually easy listening music is always comforting. Since most people enjoy music why not incorporate it into your daily routine to cope with stress.

After reviewing the course objectives and printed material at the onset of the course, I ask the students as their first assignment to outline (3) top objectives that they would like to have confidence of knowledge of by the end of the term. This exercise not only gives the students a sense of ownership, it empowers them and raises their confidence level. It also gives me as the teacher a wider perspective on the material to be covered.

I have established a rule for all of my classes that specifically lays out the guidelines for submission of work. If it is late due to an unexcused absence, it will not be made up. If it is for an excused absence, the student will have one week to make it up, but each day that it is late during that week is assessed a 5% penalty deduction. After the 7th day, a grade of 0 is given.

I approach this carefully and with minimal to zero talking and 99% listening. By the time they get the issue out they are relived. This helps reduce the tension that may spread to other students.

No matter what options I give my students it seems they never utilize them correctly. My simple rule is this: Email me if you can not make it to class so that I can keep you up to date on the material. I might get one person per class who cares enough to do this.

It isn't all about money it is about the students and how we teach them.

I have found that stress from the workplace is a major cause of stress for me. The standards that are set may be in conflict with my personal experience teaching. Some students want to do what they want, when they want to and the instructor does not feel that the administration supports decisions they make in reference to students. It appears that the student is in more control than the instructor. This is stress times ten.

I know that one thing that stresses me out is the "unknown." Normally I will not find out my schedule for next quarter until (at most) three days before the start of the quarter. It makes it very hard to plan much of anything (with family, friends, or co-workers). Also, just making my agenda and syllabi in a matter of three days, is very difficult. How do you deal with the "unknown?"

Normally I teach the same courses. I use the support materials that come along with the books from the publisher. I use the power-point slides and exam creation tools. I also organize my courses in separate folders on a flash drive. I have a folder for each course and sub-folders within those folders for exams, homework assignments, and project assignments. If another instructor is assigned to teach the same course I usually offer them the information within the folders to help if they so desire to use it.

As a new instructor, I have noticed that the students expect to be "spoon-fed" information for tests and quizzes. Since the class I teach is part of a certification exam, I expect the students to take the initiative to study and learn the material. By this I mean that I am not willing to have a review before a test/quiz that is an exact replica of the test/quiz. These students have come to rely on this "spoon-feeding" from their previous classes. I actually had a student tell me that it's not fair that I cover the info in class twice (once to introduce it and the second time when we review) and expect them to study on their own for tests. The students have their books, copies of my powerpoints, the review cd that came with their book, and access to me for any questions outside of class. How can I change this behavior?

All students will experience some degree of trepidation. "things that go bump in the night" Are we apprehensive of the noise itself? or rather what caused the noise? A good well planned syllabus will help to alleviate the fear of the unknown by giving the student a "road map" for the course.

I have tried two techniques in reguards to a noisy classroom. If my class can't be quiet after previous attempts then I completely stop speaking. I reinterate that I will not speak when others are speaking. The second method I use is stating on the board the next topic that will be covered and the test date. Then I begin lecturing about the next topic emphasing that every word being said will be on the next exam. It has worked several times, but it depends on the students. I am asking are they any other suggestions that can be used? Ms. Noel

Stress is a very bad thing for our lifestyles, because it can create health issues such as high blood pressure, anxiety, and lack of sleep.. Exercise can help reduce stress along with good sleeping habits to perform at a high level in the workplace.

Do we chase after student to find problem? Do we quiz students seated near him/her? Was sickness or restroom call involved? Medical problem? Does student exit on regular basis?

I'm amazed at what students will try these days. They have definetly gotten creative. I had one student try to send text messages with the answers to other students during class. That was the last day bookbags and purses were allowed at the desks during exams for that class.

Answering Questions – The instructor’s job is to help students learn. A common complaint I hear from students is that their instructor wouldn’t answer their questions. This sends the message that the instructor doesn’t care enough to help students. Or, it may be that he or she doesn’t know the answer. But if that is so, the instructor has displayed disregard for students by not being prepared to answer their questions.

They’re easy to spot, and every year they seem to grow in numbers. Disruptive students can interfere with learning and erode the classroom environment faster than you can say “For the hundredth time, there’s no eating in class!” They’re the students who are chronically late to class and yet always want to sit in the seat farthest from the door. They’re the students who interrupt at critical times, and question everything you say. And sometimes they’re the students who spend more time sleeping or texting than paying attention. I believe that if you provide structure and stay with it even if it means one on one talks, you can turn around students with behavior issues. You have to find what works with each student since they are all individuals, they need to be treated that way.