Now I know how to approach this better. Some kids talk so much but I now think I need to have projects in class and make the talkers present the ideas?

I am told to keep the student happy yet, the real world isn't going to care why a project is late. If I draw a line and dock points I think it is a fair grading process! What do you think? I need to keep students from dropping out?

In the profession I teach the penalties for not doing things usually means getting fired. So it is a tough thing to give points off so to speak. Sometimes, I feel with things it should be all or nothing or they are going to end up losing their jobs.

For a test, use different unlabeled versions of a multiple answer test and take note when a student is cheating. After the test are collected compare the cheater's answer sheet to their neighbor. Write a description of what you've witnessed and with an administrator confront the student after the evidence is collected.

Typically, an angry student situation hasn't happened in that very instant. As the course brought out, there are a multitude of other factors outside of the classroom that start the anger/stress beforehand [ affecting all of us, not just students ]. "That one thing" in class can detonate the powder keg of internalized anger/anxiety/stress all at once.In the moment, maybe that "last straw" is what is focused on [ and all we see ], but in actuality that's not the root problem. That's where--when possible--it is good to listen. Hopefully, the angry student will see the respectful concern from the instructor,realize they just blew up, and collect his/her thoughts to get a handle on the true source of the behavior. As instructors, we don't want to "throw fuel on the fire" as a first response to anger.

I really enjoyed how the four teaching styles of the instructors were catagorized and explained. Very entertaining way of presenting the information, while also making it entertaining. Helps us be able to re-evaluate our own teaching style.

I guess I was living in a dream because I wanted all my students to like me I was nice and open and made myself easy to reach for all my students. I remained professional at the same time! But when my end of the clinic surveys came back not everyone was happy with my bubblie smile and chipper mood each day! It hurt my feelings some but this course has helped me.

I like advice that was given for the cheating student. It is good to develop a rapport with the student because they may feel you are watching them. I also like the idea of walking around a class to make a cheater feel unconfotable. I feel that test should be change from one class to another so that students can not pass a test to there friend test should be changed often. Cheating is not fair to the students that study.

This was great I have a student in My clinic that always have to be center stage I love the advice that I have learned I will apply it.

This is so important I have been in class rooms that where being thought by other people and I was a student.It was not a good learning envorment for me at all. The teacher had no order student did what they wanted to spoke out of turn and was walking in and out of the room. It was hard to stay focused I did not feel that I learned what I should have from that class.

This module made me more aware of what I might come across as a new instructor. What type of students, issues in the classroom, and the possible mistakes I might or will make.

If an angry student wants to physically confront you,do I still need to remove myself or defend myself?

With this type of student, should I pull them aside and question what the problem is, or direct them to the school administration?

Should I revisit class requirments, as the course progress? Or is the initial orientation enough?

I work in a veterinary tech program and each of our instructors is in charge of a particular term of the program (ex. Term 1, Term 2, etc). As the vet in the program I am not in charge of a single term but step into portions of courses for each term. As such, I will typically only lecture/hold lab for 1 or 2 periods at a time and then not be back for a week or month depending on the term. As such I do not have a syllabus to give the students. What I typically do is put "objectives" at the start of my powerpoints so bullet point for them the reason we are going through the material we cover. And, to let them know what they will be held accountable for. Would you recommend I create a mini syllabus for these individual topics? Or, maybe just a mini syllabus or handout that I give to the first term class when I teach the first time to explain to them how I typically do things and how to get help when needed? Thanks for the input.

We get evaluated from students semi-yearly, not the administrators. If they had a bad day, got a 96% on a test not a 100%, felt irritated, they will get even & throw you under the bus.

From reading "collect homework & redistribute" not allowed at our career college? Anyother ideas except for scantron?

I believe a great instructor/lecturer shoudl have the ability to recognize when the students intereste is peaked on a certain aspect or tangent of a structured lecture.When the lecturer recognizes this interest it is in the best interests of the students to explore that subject matter and discuss,lecture,q&a until the students questions are answered and they fully understand the subject matter.

I have learned to keep my stress levels down. It took a long time but I can do it.

Any and all strategies to streamline time is welcome. There is so much to do in such little time.