I understand the value of a seating chart in the elementary and secondary school setting. How effective is this approach with the adult learner?

Often times we are so busy that we forget that we actually are in control of our time. The key to taking control is finding that balance between work and life.

Most of my seminars are very general in scope. They cover very broad areas of national security and serve as much as a way to develop collaborative networks as they do as an educational tool. Attendees are senior national security professionals who have very specific duties and responsibilities. This means little of what they learn will have immediate, pratical application. Rather, enhanced understanding of goals and challenges helps guide decisions. How do I motivate attendees at this level?

When I used to have 32 students in a class, I prided myself in remembering student names by the second day and by the third day, I even remember their last names too. It always surprised them when I can call out their names; it sure helps in student-teacher rapport. Spending time to prepare for a class certainly takes a lot of pressure when we start to teach and also makes us look more professional, especially when we are asked questions that have relevance but may not always be covered in the day-to-day topics.

Getting the students to write down any grievances is a very good way of 'diluting' the situation. It works in personal situations, so this can be applied at colleges too.

I like this method and will certainly try it out with my next batch of students when we start in Jan. I have a student right now who fits this profile and this will certainly help and also make the class fun, as well as giving other students a chance to voice their views.

Students will always have an excuse regarding late assignments. I use the 'Point deduction' system as well and it is included in the syllabus so that everyone is clear about the rules. And when students are late, I remind them of the rule but also encourage them to still submit them and not give up.

I have been highly organized all of my life. I started with "to do" lists when I was a teenager. I even used to make lists of my lists. I create monthly, weekly, and daily lists. I cross off items as I go. I also create a new weekly list each Monday. I am one of those sick folks that actually looks forward to Monday mornings. I look at it as the beginning of a bright, shiny new week. But, with all this organization, there is a dark side. I feel that the more organized I have gotten, the more I have taken on. Also, others view me as so organized that they expect me to organize things for them! I have realized there are only 24 hours in a day. I want my life back. The happiest I have been in the last few years was when I was on vacation in Jamaica laying on the beach and staying in a room that did not have a phone or TV. I feel like a hamster on a wheel. Does anyone else feel like this? Also, does anyone have suggestions on ways I can step back from this rat race mentality?

I am online many hours of the day. Since I work from home, I have my laptop running for close to 10-12 hours. Although I do not need to be logged in for that amount of time, it helps when keeping emails down. If I am tackling a tight deadline and am working feverishly to complete grades, commenting to DB forums, etc, I become frazzled if I forget to show my status as "offline". Then, I get several students who will instant messaging me. Usually at that time, I am slow to respond and request they email me. I have also set my status as "away" or "busy" but more often than not, it does not stop students from chiming in and asking questions or letting me know of something going on that prevents them from submitting an assignment on time. Although it sounds so simple, it can cause me a little more stress than I want. Anyone else have the same issue as I do? Thanks, Anna

Since I teach several of the same courses over and over, I always reuse my presentations. Usually I will modify or add more to it depending on what needs to be changed. Something else I do is allowing students to download the presentation for them to keep. Although they are able to attend live sessions and view the presentation, they are unable to download it while in live chat. There is a location I submit each and every presentation from the lectures I have given. The location is very familiar to the students; I also remind them by email and announcement boards to check the Instructor Files often. Does anyone else do this as well? Thanks, Anna

When I lecture I have found that if I lecture a subject and review what we have just tought before moving on more students retain the course.

For the most part, just simply reading a book on personnal development is all I use to become less stressed. I don't watch television news shows because I don't want to be subjected to all the negativity we have in our society. If I keep focused on how I can improve myself, stress seems to go away.

In the past I would prioritize tasks in my mind, not taking the time to write them done. I usually accomplish the tasks right away. However, I do miss some becuase of the urgency to complete the most important tasks. Now I do see the value of taking the time to write them down.

how can I convince my local management to allow me to include syllabi and daily lesson plan tools to aid in the management of challenging students from the outset. they insist on minimal universal formats

when you have had syllabi structured for years that work very well for studednts, instructor, the institution and accrediting agencies, any suggestions when your corporate headquarters insists on a unviversal syllabi for all courses at all school locations that removes basic elements as your online course suggests. Particulary, when the corporation personnel are not content experts.

I have had some students in the past that have emailed me their homework and then told me that they are going to be absent from class. Is it fair of me to have in the syllabus that homework is to be handed to me in person on the date that it is due or there will be a deduction in their grade. I need to find some ways of getting students in the class. Of course, if it is due to a "compelling" reason than I would work with that individual specifically. But, just recently, I had a student miss a class a week before the final because her daughter was having a concert at the same time as her class. I don't believe that is a "compelling" reason. Any feedback would be great on this. I am also going to work on a "participation" grade for my classes. I want to give them feedback at various times throughout the quarter on how I see them in class and how it would compare to the actual working world. I could include assignments in that section as well.

It seems to me that at a certain point, angry students turn the rest of the class on themselves (which can make them even angrier). The other students are there to learn, and by letting them talk it out all the time, it takes up class time and slows class progress. Sure it's better than having that student explode, but at some point, don't you need to just pull the student out and discipline them instead of letting them vent to the class? And if it doesn't turn the class on them, I would think that anger/ frustration is potentially contagious and could spread through the class if we're too soft or if we let them voice it often.

I've found very recently that students who are ready to quit or who are questioning the curriculum/ program sometimes just need a little bit more encouragement. I have one student who has been ostracized from the class because he is strange... and yes, he is definitely strange (he has some very odd behavioral habits and often makes odd remarks). After a little while, this student began complaining and holding up class by criticizing the material. I got angry at first. He was so difficult. I thought about it though, and went in a few days later with a brand new approach. I made a joke between him and I. This joke is something that the whole class can laugh at, but that really is a joke between him and I. The other students laugh 'with us' not 'at him'. He doesn't feel the joke is about him, and it definitely isn't as I would never make fun of a student. It also puts attention on him that somehow unites him with the class, and it lightens the mood when things get a bit too serious. I'm new at this, and was really surprised when this worked. I'm always watching to make sure it doesn't become something that upsets him. It hasn't, and he's turned around in attitude and in his confidence.

I had never heard the term apple polishing to describe students who are always wanting to make the teacher happy. I found it to be very interesting and funny. Terry Armentrout

What advise do you give a student who doesn't have his life budgeted correctly. I recently talked to a sleepy student who informed me that he works 10 hourd a day in addition to attending 6 hours of school a day. While explaining this, he fell asleep in mid sentence.