I find that when I outline the topics covered and emphasize real-world applicability it sets up the students for ongoing interest. I always remind them that they can and should ask how any topic relates to the real-world.

I always carry a notepad, that helps me to remember what needs to be done.

I do find myself callin a few student on their attetion as the day goes on. although imbareced the inactivity in the classroom will still go on.

normally when i'm stressed i'll go the gym exercise , there are times that the situation at hand has a simple answer and threr are one you choose to let go

I find that I have two types of stress in my life. One of these is home life stress. The other is work life stress. I have had great luck with divide and conquer. I can deal with each of these just fine by themeselves but have issues when I get hit by both at the same time. So I have a coping mechanism that I use that has helped me. I have a point olong the route too work that I call the turning point. I shut off the home life when I pass this point and turn on the work life. The same works at the end of the day only in reverse, shut off work and turn on Home. I dont allow myself to think of the other while in the mode of one. Now only once in a great while do I ever become overwhelmed.

It is hard for some people to talk to others about things that may be stressing them out. Some things can be personal and in this module it said to talk to others. When it comes to work related stress, it may be good to talk with the director to come up with ways to eliminate the stress.

Using previous instructors materials saves tons of time and also gives a new instructor an idea/example of what they should be including in the class.

what would be the next option when there is already a classroom calender with due dates of exams and assignment and after reminding students about the due date still not presenting the work? any suggestions? I am open. thank you

Many of the instructors i have worked with brag about the fact that they never take any time off. Every once in a while i find i need a vacation day to refocus my energies in a more positive manner . I try to minimize the burden that i put on others but sometimes a day to yourself can be very refreshing.

When in the lab i lose alot of time due to students pulling parts without maintaining the areas cleanliness . To help cut back on the time i spent cleaning up after them i have assigned each group an area to take ownership of and maintain its condition . I find now they help control other students as well as take pride in their area.

There's always one in the class: the student who carries a chip on her (or his) shoulder from Day 1. It should be no surprise to anyone if I suggest that many of these students are simply applying a preemptive defense mechanism to disguise something less obvious like shyness or insecurity. I'd be interested in finding out what other reasons students have for packing an attitude for no apparent reason; as well as what instructors do to overcome those obstacles.

I feel that the "What's In It For Me" rationale only goes so far. My experience has been that day students are more interested in career objectives while night students are more interested in establishing an academic foothold -- which is to say, they want a degree that they think is attainable. I don't mean to generalize, but as a percentage of total population, I feel that this observation holds true, at least in the Film and Media program. More day students take notes and ask questions. More night students take naps and are anxious to leave early. Classes appear to be necessary evils to them. If they could test out, they probably would. I would be interested to hear other instructors' observations.

Could someone explain synchronous and asynchronous course formats to me?

In my opinion, we are in control of our behavior; therefore, we can choose to allow which potential stressors are going to stress us out.

I have 2 students in one of my classes and all they behave as if they haven't seen each other for years, talking on and on, while I am trying to present a lesson. I use different strategies to get these 2 to settle down without embarrassing them or calling even more attention to them. First, I get them involved in the lecture or presentation itself; this way they are actually talking on topic and, in giving their opinion, they are taking center stage. Second, when this doesn't work, I call attention to them by asking if there is anything they want to add or tell th class; while this could potentially be embarrassing, it is not for these 2 and they are always more than ready to comment on any subject. The best way to deal with "talkers" is to get them to talk on target and not just chit-chat to each other.

I have found that applying a test of reasonableness to the various situations that come up is a good way to avoid making them into stress generators!

Do you have issues with students not being willing or participate in Icebreakers at the beginning of class?

I have learned that classroom control and respect by students and by the instructor are very closely linked.

I have learned that angry students are rarely angry about school items. Usually they have displaced anger over issues in their personal lives.

A well designed and thorough syllabus also sets the stage for student homework expectations.