In food service, prioritizing is as important as anything else. As teachers, we can apply the same principals we use in the kitchen to our class work.

The most common mistake can be when the students ask a question and the Instructor answer " I dont know " can be the worst mistake cna be.

Each and everyday is a new challange for each student and they have to comprehend on what they do and what they read to understand the format of the Instructor.

I have found the calendar on my phone to be very useful on helping me get things done. I can set reminders a day before or an hour before so that I make sure I am on time or have a task completed on time.

Every time a new class comes in, there is always that Anxiety of how the students will see you, how you will react, etc. I think of them as first day jitters. What i like to do, is go around the class, one by one, and have the students Tell me about themselves and more importantly what they expect to learn/take from the course. this allows me to take notes on students and see where there heads are at from the beginning.

how much info do i give the students

how not react strongly to students who's aim is to get a rise out of you

are both required?

A well developed syllabus helps solve this problem. The students should have in writing all that will be covered in the course and how it will be covered.

I often show my students work done by past students, this gives them a better idea of what is requird of them.

When I began teaching remotely, it was to accomodate my children's schedules and to spend more time with them. I often find that the contrary is true. Rather than spending quality time with my youngest son (pre-K), I find that he is often frustrated because "Mommy has to work." We've tried schedule variations, but he feels left out because his brother and all the other kids go to school on the bus and he stays home alone with me, and my time has to include my teaching load and my housework. Challenging!

AS AN INSTRUCTOR I HAVE TO LEARN FROM MY MISTAKES SO I CAN IMPROVE MY TEACHING SKILLS .

I deal wih all kinds of behavior you have to deal with each student acording to how they are behaving.

I appreciate and understand many of the techniques presented for managing the classroom, students and curriculum, and utilize them whenever necessary or possible. However, in an accelerated program, where we are often fortunate to cover the required material on time, it is not always easy or practical to stop and take time from class instruction for these activities merely to focus one or two students who lack the ability to be intellectually present. While I get that the material may not be the most enjoyable, and strive to make it interesting, relevant and interactive, it still detracts from the remainder of the class to break because of one or two students when time is so precious.

I had one student who would always be trying to read paperbacks in class. His excuse was Aspergers syndrom and this was how he learned. I explained that in the field he chose, he would be attending meetings where his focus needed to be on the meeting and not on a paperback text. Especially since some of his meetings might also include clients or family members. Reading a paperback could be viewed as being very non-committed to the client or uninvolved with the care of the client, just to name one problem it could cause. We decided together that he would need to be able to listen in a meeting and that he would practice this in class and we wrote up a contract that covered his behavior not only in my class, but in all classes he was attending. His behavior improved dramatically, but not without some setbacks, but we all (all of his instructors) enforced his contract and reinforced the student. He did sucessfyully complete his course of study and graduate.

One of the biggest dilemas is getting all instructors to enforce common class rules consistantly. Everyone may have specific rules for their class, but all schools have specific rules that each instructor should be following. When this does not happen it ususally ends in chaos. How can this be successfully remedied?

I have a lot of "adult learners" and if on the first day we show success from past students, after seen this they will be more engaged from the start. As long as these points are restated at the mid point in the course as a reminder to the students of what can be achieved.

I have often said on the first day of class that everybody has already gotten an A. It is because they have made a conscious decision to better themselves. And that the key was not to convince the instructor to give them a grade less than that. So if they simply abide what was in the syllabus then the grade was theirs to keep. I always say that I only write down the grade they have earned for themselves. Is this the right approach to embark on?

What is the best way to approach someone you suspect is cheating? Do you take a direct approach at the moment you suspect them of the cheating or a more subtle approach after class ends or before a class starts?

I have a class where one student was expelled after being disrespectful to me (as the instructor) for heckling other students. Apparently, she has had several write-ups in the past which has led to her being expelled from the school. How does one start renewing relationship with the class as a whole? I am sure I have earned the respect from some or most of the sudents in that class. But what about the others who are friends or sympathizers of the one expelled? How can I start anew without appearing a 'tyrant' to them?