I know one instructor who goes over all of the objectives with the students at the beginning and end of the class to ensure that students "get their money's worth." I liked this idea of engaging the students in their own learning and encouraging them to hold us as instructors accountable.

How would you handle a situation with a student who is partialy hearing impared and may get frustrated if you walk away from his/her visual sight because they are lip reading.

It is better than everyone recognize their mistakes

we have to take them in serious

I think is when thet are boring with the instructor's lectures

In this case we have to make them participate in the class where they can involved.

Most new instructors want to be liked. The problem with being easy at first it's impossible to get them to pay attention because you've lost them. You must show that you are in charge not them It's a lot easier to be strict at the beginning and loosen up if they deserve it later.

If all students were great to have in class everybody could do this. The skill of the instructor is when he or she can manage to turn a student. Whether it's an angry student, shy student or a cheating student you have to find a way to help them overcome the problem and show them they can do the work. I've found usually the student is trying to hide a feeling they may have. By showing you care usually you can relate the same type of problem you may of had that they can relate to.

To get the respect from the students I first show them respect. I start with day one by listening to what they have to say. Then, I try to relate their interests to the subject. This starts the day to day process of building a positive relationship with each student. What good examples do you have on earning a student’s respect?

Normally, I try to talk to these students one-on-one and find out - what is the real problem. Some people will do almost anything for you once he or she knows you really do care about them as a person. If required, I try to get them help. What success stories do you have with helping angry students?

When possible I try to use a role playing exercise based on yesterday’s assignment. This motivates the “unprepared students” to be prepared, the “inattentive students” to participate and the “center stage student” to be the evaluator / observer. I find the role playing exercises allow each student to participate, learn and have a good time. What are some of the role playing exercises or class discussions you have used to keep everyone involved in the class?

On day one of class - I like to ask each student to introduce themselves, explain their background on the subject matter and explain what they plan to get out the course. This is a good icebreaker and builds teamwork within the class. What types of icebreaker(s) do you use to build teamwork?

I copied this idea from another instructor at our school and then modified it to fit the content of my classes. I attach a coupon to the end of my residential class syllabus addenda that allows each student one late assignment. There are several conditions and exceptions (not good for quizzes, exams, in-class assignments, etc. and must be handed in the next class period, etc.). Students who don't use it receive one to two bonus points on the final exam. I make the coupon look kind of cheesey and use all sorts of infomercial-type phrases (I teach marketing). They can use their coupon regardless of the reason. This takes a lot of the judging responsibility off of me and lets students know that I know that "life happens".

It is your job to find out how to motivate each and every student in your class. You may have to try a couple of different ways to get certain students active but if you don't try the rest will see that if they follow the inactive student they to can get away with paying attention.

This is a statement I hear alot. What you need to do is respond before the question is asked. Myself it has to do with my age and having led a very active life (13 operations to repair broken bones, etc.) and can no longer work at the pace I'm used to.

I find engaging in my hobbies, even if the hobby requires a lot of mental work, reduces my stress level. Now that spring is here, I spend a lot of time gardening. It can be quite physical, I call it my exercise, and relaxing at the same time.

Not keeping the classroom environment professional is a common error. I've had students test the water by using profanity in the classroom, I address it quickly, by saying we must keep the classroom rated " PG" at all times.

Very delicately! Challenging students deserve respect, I always want to make them feel they are important, so one on one meetings to discuss any issues and how I can resolve them is made a priority. Mever make a scene. If we can't resolve issues, then I refer to the college policy for guidance.

I generally pull my unfocused students aside and talk to them. I question them very carefully on how do they feel the class is going? What do they feel I could do to make the class more interesting? I do this to make the students comfortable in giving honest answers. After talking to them, I then let them know what my observations and expectations are for each student,especially,class participation. This is fair warning they will be called upon in class at any given time and they will need to stay focused in order to respond.

Teaching the same thing over and over again can become sort of autopilot but yet sometimes I miss a detail here and there and actually get confused as to which class I told what. The MCO is the key to delivering all the information and can really make the crazy go away. So many times there is a curve ball thrown and I find myself wondering what I was doing or what I was about to do. MCO for the class and Daily Course Outline saves the day.