I use "models" in my class. I distribute models of what the course requires, and I post them on the Student Portal. I cannot figure out why so many do not get that the model is the paradigm to follow. I ask them if they think I want results "somehwat" like the model or "exactly" like the model, and they claim to understand. Yet, when it comes, to margins, and line spacing, and title pages, etc. They do not get it. Any suggestions?

How many of us believe what was stated in "Rationale for Learning" that we are educational salespeople of the courses and their contents like car salespeople ?

Why is it students feel the need to give answers to students coming into a class so they don't have to study?

I have a student that is very quiet in class, and is an 'A' student. In lab, she opens up, and shines. Based on her lab, I know she will be successful in the field. Do I continue to attempt to make her more involved in class?

I have started a practice of meditation at the beginning of this year. Two time 20 minutes is my goal. Often I only get to do the first one in the morning which is still good. Nevertheless this has been a very rewarding, energy giving process. I think it kept me sane in this rather difficult year. If I miss one I realize that I run out of my calm much easier and get agrevated much faster.

There are certain things I do to relieve stress: - go for a walk - it is amazing how refreshed I feel after the walk. -take a siesta - a short afternoon nap is a great way to energize yourself. - exercise - the most enjoyable exercise classes are Zumba and Bollywood dance exercise. I highly recommend these !!

For me balancing work and family is the biggest source of stress. Also working from home is great in many ways but also stressful as I always feel like I am working but also attending to something or the other ( phone call, kids' homework, housework etc ) I am constantly trying to stay calm and multitask and often getting stressed in the process. Do any of you feel this way as well ?

I've definitely learned to make, and re-make, to do lists during this session. In a compressed semester, deadlines come up very quickly, and new demands seem to pop up much more frequently than during a regular 14-week in person class system. My tendency is to miss discussion meetings - which unfortunately meet on different days, at different times, with no reliable pattern - unless I clearly mark them on the calendar and include them on my to-do list.

Over the years I have been involved in martial arts, but sometimes go months without going through a normal daily routine. It is during these times that I feel the effects of stress more and more. Even stretching out for half an hour each day helps immensely in reducing stress.

One obstacle that I'm not certain falls under any of the categories is allowing unexpected events to wrest control of our schedules from us. I know that I frequently write out schedules and task lists, but then have difficulty in keeping the schedule. What is needed (at least by me!) is a way to factor in time for the unexpected when making a schedule.

I find using humor in the classroom helps to engage students. Doesn't particularly matter what brand, but mine is usually a dry wit. I also think it initially sets a comfort level with the students, particularly for those of us who always "look serious".

I had a very disturbing female student situation. She seemed quite eager to learn and a little demanding of attention but a rather capable young lady. Near the end of the term, she became anxious; because I had been working w/ her throughout and thought we had established an open dialogue, ignored the signs. I was working w/ another student, she intervened as usual, told her I would be w/ her shortly but she insisted I work w/ her then. The situation escalated so I left the classroom, she followed me. When I reached my office and tried to close the door, she put her foot in it. After some discussion, she left. I couldn’t reach security but found them after she left, this was an evening class. Spoke w/ my supervisor, had her removed from my class and asked that she not be put in any other class of mine.

I feel that as mentioned in the course materials, true/false and multiple type questions are easier to grade and also more objective. Essay questions and papers are more time consuming to grade. However I think these assessment methods are also important as they help build students' writing skills. I think a combination of multiple choice and essay questions/ projects is the best option. What do you think about this ? Seema Vaid

I sometimes feel like online instructors tend to multi-task too much which results in difficulty in focusing on the task at hand. There are instant messages, e-mails, social networking sites ( too many distractions) I am finding this to be a challenge and also the reason why I procrastinate on some of the tasks. There are just too many distractions. Do any of you feel the same way sometimes ? Seema Vaid

I think this time of season is particularly stressful due to the additional obligations many of us have. It is much harder to find any quiet time at work or at home.

Focus on your students. As instructors we must be able to cater to a verity of different personality and learning styles and make sure that we are getting to all the students the curriculum that is set for one specific course.

At my program, the student body is primarily made up of females. The ages vary from just out of high school to older women changing careers. Management issues seem to stem from maturity differences. How do manage or prevent the "girl drama?"

The strategy for grading homework that was in the lesson was not very helpful to me. I teach a hand drafting class. Each week the students turn in a drawn assignment. There are three areas that I access: Lettering, linework and layout. Each gets 33 points, with the extra point being for exceptional work. I red line each drawing, pointing out what was done incorrectly and where improvement can be made as well as pointing out what was done correctly and where improvement has been made. This takes a tremendous amount of time. Is there a better way to do this?

When I grade DB tasks I read the DB comments as they appear each day and make notations about them in a grade book. When it comes time to assign a final grade on the assignment I don't always have to go back and re-read everything the student wrote.

I make informal to do lists and make a habit of checking off each item that is completed as soon as I complete the tasks. This makes it seems like I am actually accomplishing things.