I have often encountered the "I have to catch the bus so I have to leave early" excuse. I guess I identify my inner "buddy" instructor role, but I often have sympathy for the student who has to rely on public transportation. What are some techniques to curtail this problem?

I usually walk around the room and have found it to be very effective. The students watch and listen and I have their full attention. They definitely enjoy coming to class with an instructor like that instead of one siting at a desk .

I'm a very laid back person, and often things don't bother me. For this reason, I often let things go, that are actually bothering the other students. Namely, talking while we are all supposed to be working on a math problem. A principal once told me to use this, and I liked it, " Do not mistake my kindness for weakness" It hits a chord with students, reminding them that because you are fun to talk to, and laid back, doesn't mean you are willing to look the other way when rules are broken. I also like the specific words use in this lesson, directing the suggestions towards the behavior, not the student as a person scott

Do you think I would limit valuable questions with the use it wisely flash card technique?

I am a new instructor so this module really hit home for me. I have already begun to take notes as to what can be done next time. I made some rooky mistakes already but have made note on what they were and have begun the process of making sure not to commit these "sins" again.

I once heard an instructor say that if a student wants to cheat, then let him. The student only hurts themselves in the long run. I find this statement hard to digest because in preparing students for taking a registry exam, a teacher should want them to not rely on cheating and want to focus their energy on learning material.

I currently have a few students who already work in the patient care setting. I find it difficult to engage them when it is about topics they are already familiar with. However, I do get more of a response when the material is more program-specific. Any thoughts on engaging them during the material they know?

Has anyone only put the syllabus on the courses website in hybrid class? Currently, I use an online system to post assignments, study guides, and grades. I have also begun putting the syllabus on the main page for quick reference. Does anyone think I should also hand out a physical copy?

What are some strategies for keeping students attention and also gaining it at the beginning of a lecture. I find it difficult because they all have computers in front of them. I usually say, "can I please have your attention" or " I would really appreciate it if you could take your hands off of your mouse for just a few minutes while we discuss this" What do you think?

I feel that when a student misses an assignment they should be responsiable to make it a point to schedule a time to make it up. If they do not it is on them not you to remind them of what they missed when they were out. If you give a dead line for an assignment, it is the students responsibility to hand it in on time. Points should be taken off for work turned in late.

What is the maximum traditional lecture time for optimal learning?

Should teachers ever intentionally provide opportunities for students to cheat in order to test their honesty?

What is the best way to numerically assess/grade student discussion and class participation in a large class?

Should computers be allowed in the classroom for taking notes? If so, how should they be monitored for misuse during the class?

As diverse individuals come to a class, it is expected that our students come with different discipline background orientation, different state of mind, attitude, and emotional intelligence. It could be said that while learning is the most outcome that the school expects from students, classroom management also provides students the venue to condition themselves on how to behave in the real-world. When the instructor firmly implement consistent and fair classroom management, students would likely act accordingly to comply with company regulations and policies when students get hired for work.

No such thing as stress free living. It's how we deal with the stress determines if it will interfere will our daily living. Does my job stress me out? Of course! Knowing that I have a job lightens that stress. Knowing that 4;30 pm I am leaving that place of employment and I have other opportunities to look forward to. Do my students stress me out? Sometimes. They are like my children it is my job to teach them. When they get out of hand, I make sure that I stay in control. Do my family stress me out? Of course. They have not seen me all day and now I must deal with my home life. This is all part of the sacrifice that we sometime must bare to deal with. Just don't let it control you to the point where it interferes with your health and daily living.

Stressing can take its toll on an individual. As a full time worker,an instructor and a family man. I find myself under stress everyday. How do I deal with these daily stressor? I ask myself is it worth my health, is it harming my family and those around me. Taking time to understand why something is stressing me out, I can general fix the issues or make it more tolerable to manage.

Working Monday through Friday 7:30pm-4:30pm at a hospital and then teaching Monday-Thursday from 6:00pm-10:00pm, my me time becomes very limited. My 1 hour lunch from my day job is my Me time.5:00-5:45 is my time to prepare for my class. 10:30pm-11;30pm is trying to catch up with family time. The weekend become Golden Time for all other catch up time.

Knowing what you want to accomplish and know what you need to accomplish is the first step in controlling your time. If what I want to accomplish can be put off for a later time then this will allow me the extra time need for accomplishing the things that I need to accomplish without time constraints.

I'm a math instructor for an online college. Students complete their assignments on the school website. That's another layer of learning for the students. At the very first day of class, I tell the students to ask any question they want. There is no stupid questions in my classroom. I rarely receive a question regarding how to navigate the assignment website. However, when I ask why a particular student about his/her late assignments, I often get answers about the difficulty of navigating the site. What do I do to help the students to ask questions right away when they encounter difficulties in how to use their assignment website?