especially young ones. i usually will pull them aside and have an adult conversation with them alone to find out what the problem is and i just dont let it end there. everyday i ask them how they are doing and if the "problem" is still there. they seem to appreciate that some one cares and that they can come to me if the problem starts again. its amazing how far a little recognition and respect goes they feel they can trust you.

first day of class I first introduce myself, let students know who i am where i come from,my credentials. then i go into what the class is about. first i talk about the projects and how they are graded on them. then i talk about class patricipation and how they are graded on that. quizzes then attendance and i stress on the attendance because like in the real world you have to be an employee that is there in order to get paid. i also set the stage for how class is run and what kind of respect i expect if they want respect in return. i find being strait up with the students and not sugarcoating anything goes alot farther than leaving any grey areas and having to re explain the rules and guidelines for class

I ride my bike to and from school, and it is great way to reduce stress physically and mentally

Usually upon completing a lecture, instructors ask their students for any questions they might have. However, I have found that students put forward the best quality questions when some time is set aside during lecture to encourage them to ask their questions. Otherwise, a student may hesitate to ask their question, then miss the relevant opportunity during lecture to actually ask it.

I have started creating a to do list not just to prioritize but to also help me remember what I need to complete in a specific day. Students will constantly stop in to say hello or to ask for help during prep time and tend to loose my train of thought.

I have a student who does not know when to stop explaining her question or adding a story. I want the students to be able to talk but she is becoming too much. Any ideas of a polite way I could gain control.

i like to ask what the students do for work , when they get to my class.

SHARING CERTAIN EXPERIENCE WITH THE CLASS OF THE SAME SUBJECT MATTER, PUTS STUDENTS AT EASE. THEY KNOW YOU KNOW THE SUBJECT. THEY KNOW THAT YOU ARE HUMAN. WE ALL MAKE MISTAKES, BUT AS INSTRUCTOR. YOU SHOULD GO BACK AND CLARIFY.

I FEEL THAT WHEN STUDENTS CHEAT, THE INSTRUCTOR SHOULD HOLD THE STUDENT ACCOUNTABLE. FOLLOW THE SCHOOL PROTOCALL. YOU'RE NOT HELPING THAT STUDENT. WHEN THEY GET OUT TO THE REAL WORLD, THEY STILL WILL NOT KNOW THE INFORMATION.

Enforcing standards in the classroom, keeps students all in check. They are on the same starting ground.

Setting comfort zone in the classroom, should always be set the 1st day. Lay out the do's and don'ts. Be clear and calm.

Because we are a vocational field, I find that it really lets the students know your strengths when I share with them my experiences on the first day. This sets the tone for the expectations as well

Because we turnover classes so frequently, we see a lot of students who think that they can teach the class because they have already done what we are teaching. I am not sure how to exactly handle those types of students. I tend to pull them aside to remind them that I am the instructor

I find that it really helps the students to gain an idea of what they can expect from the class by having the students give their own life experience as it relates to the class. This is accomplished on the first day of a new term while discussing the syllabus and the expectations of and for the class

I am a new teacher and have had an especially difficult time deciding how to approach late/missing assignments in my class. I teach English Composition in a culinary school and some of my classes are pass/fail. I received complaints last term for outlining a rigid late assignment policy and then not sticking to it. Essentially, one of my stronger students felt that more students should have failed the class based on turning in late work. I tried to give my students high expectations at the start of class in order to push them to do their best and be punctual, but as the term progressed I felt it was important to also show flexibility on my behalf. Is it possible to push students to turn everything in on time, but later show flexibility when that 10% fails to turn in their assignments? Is it possible to be both firm and flexible or must I choose one or the other? I just find late/missing work especially difficult to deal with when I am teaching a general education class that is graded pass/fail.

Students with challenges need tutoring

Instructors make the mistake of not catering to all students' learning styles

Students need to focus more

Studentd need more rationales for learning

I have found through my years teaching that unfocused students require a variety of stimulants to maintain their attention. I enjoy breaking up the routine of lecture with visual aids such as power point presentations, videos, or guest speakers.