On the first day of each module, I distribute handouts for the course syllabus, and then explain them the requirement and expectations of the current course, and also tell them how they will be evaluated. On the same day I sign them assignments and encourage them to return them on time. This strategy has been very helpful for me so far, and I don't have to make multiple announcement in middle of module.

making time is good streamlining and standardizing everything is good but let's not forget the learning outcome. our priority is for us instructor to make sure that the students understand and remember the class content, and there is no magical recipe.. you must orginize your time around them and make it as fruitfull as possible. now.. is cutting corner and the use of technology really the best choice?...

Time is another perception of the mind based on the movement of stars and planets in the universe. What we make of it is up to us. After all we are only passing by. In relation if we understand the complexity of our meaningless short lived life within this unforgiving universe, there is no alternative other than being part of it. managing our life and the time we spend allow us to be in control,so we think. prioritizing is an act of selfpreservation because of fear. to some extent constructive time management alleviate stress and anxiety because we're in control. if we are in control of our life, and the work we do.... can we control the Time??..

This module helped me understand the difference in becoming to friendly with your students. It can become a little hard not to connect with your students on a friendly level being that they are adults and you spend so much time with them. But I do feel that it is important to make sure the you are establishing who is in charge, that way you can maintain a sense of respect.

Always review news papers journals and magazines for current articles related to the topic of discussion. Students want to know what is going on and the impact it will have on their education and future career.

I actually feel this is a good challenge for me as an instructor. I feel if I can get through to the students who have issues, then I have mastered the technique of getting through!

I have a few student in my class who are English as a second language. I seem to have problems with the papers they write in understanding their interruption of the subject matter.Any suggstions

I address the "Now I wonder who THIS guy is?" student pre-conceptions of the instructor in several ways. One way is to demonstrate practical--and recent, if possible--professional applications of my experiences and/or skills in the *real* world. The second way to present an on-going image is to use humor, and self-deprecation when applicable.

I teach an English class in which the students are required to write at least 4 essays in a 10 week period. The issues of plagiarism and the *easiest way out* methods of compiling the necessary information and documentation is always a challenge that I constantly try to head-off with examples of correct--and incorrect--ways to achieve their goals, regardless of essay format.

I make it very apparent to my students that I am not a stereotypical *lecturer" teacher; in fact, I address the reticent students by using small groups and/or ask them specifically to pose their own questions.

I think that, in this *instant gratification* culture of our students, in the classroom it is imperative that as teachers, we make our teaching and presentations as relevant to the 21st century as we can. Technologies abound that can vastly improve the old "teach from the text" approach.

I find it helpful at times to get a massage to deal with the physical effects of stress. I feel the benefit for weeks and sometimes months afterwards.

It very importatnt to act on what we teach because our students will be able to see us through our gestures and our way of communicating the information in the class and in the clinical settings. We need to show the studens the way, and be a good role model to our students. It is very importatnt to be consistent with what we teach and relay that information to the big picture and apply the concept to the clinical settings. :-)

being a master at your trade teach what you know sub in classes your qualified to teach.

here at uti we have a system the holds the student liable for there actions that affects there class grades.

As an ex-military pilot, we lived by "check lists" in order to go flying. If you skipped something on the "check list", the results potentially could often be very bad!! I live by "To Do" / "Check Lists" now-a-days. Prioritizing is just good practice!! It is something we learned in the military and is always a good practice.

Let them do it there way to see whats like they say the easyer way of doing the task?they need to find out the hard way before they take the instructors advise now can we try do it the way its done in the industry.

I have used Engrade as an online gradebook. It allows students to see and monitor their grades as well as communicate with me. I have found it really useful.

Sometimes I find that my "to do" list grows as a faster pace than I can complete the tasks and cross them off. Any suggestions?

Should all Ice-Breakers be in a group setting?