Walking around the class and teaching gives you the ability to see what's going on in the class and interact with the students instead of standing at desk and talking all day interaction is key.

Explaining that everyone has the same responsibility to be on time with no exceptions and late is late weather it's 1 minute or ten it's still the same thing and will be delt with accordingly

the ability to lay out the cuorse policies objectives goals topics gives the student the direction that the class will take and what is expected of them.

Usually when you have a student or students that aren't focused there is a reason for it. Either there are personal problems ar perhaps they just have no interest in the topic you are presenting. As a facilitator, you need to identify these students early on before it effects there grade or perhaps the rest of the class. If you can relate the topic to something that may interest them or tailor parts of the topic to various situations that may interest said students they will become more enguaged. Sometimes if you have a student with personal issues and they are willing to talk to you about them then you can give situations that other people had to overcome and let them know it is tough to concentrate when there are other situations going on. But there are times where you have to seperate school/work from personal issues. If the issues are bad enough, let them know that schools have counselors to help them through.

Instructors must be careful when addressing student anger. It may be real or perceived. If real it must be taken care of appropriately. However, if perceived it could be an instructor problem and care must be taken.

I continually advise the students that their GOAL is to be successful, not only in my class, but overall in their education. And the only way to achieve their GOAL is to maintain their FOCUS! This simple fact usually brings them back.

I find it helpful if the students use only capital letters with multiple choice (A,B,C,D) this takes the confussion out of decodeing if an a looks like a d. Also, I have them use an A to = Ture and an B to= False. This makes grading quicker.

when i lecture i find my self sometimes leaving students out you always include all the students

As an Instructor you should never put yourself in harms way from an angry person that is uncontrollable. use good judgement to determine if you can calm the person.

I tell my students situations from past experiences,of mine I can explain the relevance of what they are learning and how it will help them in the working world.

I am glad that this course is streesing the syllabus so much. What I have seen over the years that many classes skip this very inportant part of the class and it makes it harder not only for that instructor but also instructors that have to follow them later on in the students tenure at the school. If it is not instilled in the student from the beginning of what is expected of them and also required of them then it creates alot of gray areas especially around grade time!

During my lectures I address the students w/my knowledge of out in the field experences. What happened, what took place & what I did to fix it.

Sometimes I get a student that has an Accomadation Plan showing his/her learning problem, but will only pull it out when the going gets tough, like just before a test is given they pull it out and it may say that the test must be read to them. How do you get the student to show this plan at the begining of class, I know we are not allowed to ask for them, so how do you do it?

Not doing proper class preparation is a common mistake made. Students can quickly tell that the instructor is not prepared. You need to own up to your mistakes and then move on. Students will respect you for this.

Setting the stage for a learning experiance is the most important thing to be follow through on.That way the students all have an idea what will be happening through the course.

I find it really hard for a student to really want to be sucessful in a class and then miss the first day of the class.I will get the student aside when he comes in on the second day of class and try to get some kind of idea why he would not show up for one of the most important days of the class and then try to encourage them to take it on themselves to make up for it in a way that suits them. if they do,then it makes me believe in their excuse !

Engine repair classes are perfect for the use of psychomotor activities. The students must follow instructions, perform tasks, recognize flaws and formulate repair processes. The instructor can easily evaluate the students performance.

While many of the other methods of dealing with stress, or better yet, eliminating stressors, are great ideas, I have found that I was crreating some of those stressors myself because of the way I percieved events at work, not the events themselves. For instance, when I first started as an instructor I would take it very personally when a student performed poorly in my class, to the point where it caused a lot of stress and I know I laid awake nights thinking of it. I was creating stress in my life about things that are not within my control. I now ask myself, did I offer all the help I could? Did I do everything I could to ensure the student's success? If I can answer myself honestly, with a yes, and the students failed to take advantage of what was offered to him because of a lack of motivation on his part, or if failed to grasp a concept after explaining or demostraating the concept using every learning style method I could come up with, then I am not at fault, and should not personally suffer stress because of something I am not in control of. Other things I can control, I manage, things I can not control, I simply dismiss. I will not allow myself to loose sleep or become ill because of things that are not within my control.

Some of the new lab sheets we have developed make it much easier to keep up with grading by providing designated spaces for conclusions based on the students tests. The most relevent measurements are in the right-hand column and the conclusions are at the bottom of each page. Rather than have to read the entire labs sheets with dozens of meter measurements, we simply scan the sheet for completeness and look at the two measurements on the lower right-hand column. Then be certain that the studnets's conclusion or diagnoses matches these last two measurements. This is especially helpfull for large lab tasks.

ONE OF THE RECOMMENDATIONS WAS TO DOWN GRADE FOR BEING LATE WITH AN ASSIGNMENT. I ALREADY USE THIS METHOD AND IT WORKS VERY WELL. I DID NOT ALWAYS USE THIS METHOD BUT SINCE I HAVE IT WORKS OUT TO BE A FAIR SYSTEM.