Being human is the best quality our students can see of us.

Allowing students to cheat is not properly preparing them for their future.

Keeping the teaching styles varied will help with the varying learning styles of the students.

Giving students clear direction up front in most effective later on.

Making mistakes in the classroom setting is something that ever educator has done more than once. However it is important that you learn from them and reflect on them honestly, to become better educator. It is important to realize that mistakes are a natural part of learning. Never making mistakes generally means one is not trying hard enough or taking necessary risks to become the teacher that they deserve to be.

It is essential to the success of the student that the classroom environment is appropriately managed. Managing the classroom environment during an exam is also important. It is important that when “wandering eyes,” are noticed that students are reminded that all work must be individual and to keep their eyes on their own paper. It is also important if talking, whispering, or murmuring, in any language, is noticed during an exam to remind the class in general that no talking is permitted.

A key to effective classroom management is the development of a quality relationship between the students and the educator in the classroom. An important element of developing relationships is knowing and understanding the learner. As an educator it is important to initiate steps to learn and understand the unique qualities the student population. Teachers who adopt a relationship-building approach to classroom management by focusing on developing the whole person are more likely to help students develop positive, socially-appropriate behaviors.

Providing a syllabus is important so that students know what to expect and improved student success and may reduce faculty time in clarifying class policies. It is important to realize and address faculty and student perceptions regarding important syllabi content as most students wanted syllabi that provide how to accomplish each assignment and course requirement most efficiently. Whereas, faculty prefer providing information regarding student behavior, such as student conduct, participation, and attendance rules.

This is a lol response. I had a thought that using certain coping mechanism may be stressful to people like the thought of exercising. LOL Now seriously, I have tried it, just getting up taking a brisk walk and stretching after a long meeting can be very refreshing.

I can remember being a student and of one my professor told the class, the first day that we were her employer,pay her salary and we should expect to get our monies worth of her time. So, she was on time and finish on time at every class.

It would have to be life . Teenage daughter and single parent , but time management is what helps me out alot. I also schedule me time.

It never seems to be enough time in a day and when you prortize it helps, then you have people like me who wait...wait.. then you are sick from trying to get things done.

I made that mistake on my first class - letting the students know it was my first class. It just seemed natural during the introduction - as everyone was telling about their history and goals etc., to say I've done this for so many years - and now I am an instructor. This was with a group of first-time college students as well - and thought that the line, "It's all of our first class, we'll be learning together." might work... it did not. I've since learned to leave that part out of the introductions (though I suppose after that first class it no longer applied anyway). I never thought of it the way it was presented in this course - about creating a confidence gap. It seems that omitting this fact gives you an instant confidence boost in your student's minds much more so than if they know it is your first class as well. How many others have made this mistake?

Some classes you will always have a couple students who do not want to participate - this is a given. I teach in generally small groups due to the nature of the courses and recent addition of the major. It's not unusual for me to have only five, seven, or ten students. While you would think this would be ideal for small group discussion - getting these students to talk is very difficult. So (this is a lecture and theory class which has a new essay due each week) I started including a presentation portion to the essays. Instead of just a write-up and group discussion - now there was an individual PowerPoint presentation due with the essay - highlighting the main focus of their own essay. This actually seemed to help one particular group - who came to know each other better - and if they were nervous - we'd always start with a quick - light-hearted intro about the slide design on their PowerPoint - before getting into the heart of the discussion. So, I've become a firm believer in the small group (since the class itself is a small group) discussions. Great way to encourage silent students.

I have an interesting problem where about four students are consistently both center-stage students and exceedingly disruptive. The size of my class (only about seven students) means that even separated - they are never too far apart. It seems to be a problem of them not understanding the work - getting frustrated - giving up - and commencing the off-topic conversations, cell-games, heckling, what have you. Now, the other three students in the class are very well behaved - hard workers - and generally good students. Who have expressed their discontent with having to always slow the class down to accommodate the other students. In this unique situation - that is NOT hypothetical - you have about half of the class in remediation - and the other half struggling to slow themselves down. How would you deal with this situation? I've thought about letting the other students work ahead - or maybe splitting assignments into an EASY-MODE and HARD-MODE style - where there are two objective choices based on skills. But this doesn't seem fair to the students who choose the more challenging bit and get the same grade as the less difficult one. Plus I'm worried it might cause some psychological shift knowing that there is a delineated A-Team and B-Team in the class. Until then I just try to work at a medium pace - slow for the fast half - and fast for the slow half - not sure if that is the best choice, however. Any suggestions?

I recently taught - and indeed am still teaching as they advance through the course - a group of students who almost uniformly turn in work late. Mind you - it's not OVERLY late - they just might not have it turned in on time. Since it's a small class I find it difficult to continue (or even begin) a lecture or demonstration when about 4 of the 7 students are still rushing to finish their last little bit of the last assignment. I already generally drop their grades from the late work - as I understand that it mirrors real world deadlines - but it doesn't seem to matter. Should I just start *failing* or *not accepting* late work - even if it's just thirty minutes or so late? Just to get the point across? How can I stress the importance of due dates *without* dropping the class average to D's and Fs?

I look around our school and all of us manage our classrooms differently. The students all seem happy and appreciate the difference in all of us.

I really liked the portion about rapport, because I struggle with needing to feel liked. This really helped me with the balance of being respected and liked

The best way I found to manage stress is to try to be as prepared as possible for the days tasks. When I feel like I can't reduce stress I try to determined how important it really is and can I eleminate or reduce it and do when ever possible.

This was the best course I have taken so far! It hit on so many great things for me. That corse was my day to day life at school. My desk is always a mess my students tell me all the the time and my co-workers some hoe I do everything I need to for my students.But talk about stress in my back and next.Monday is a new day for me