One problem I've noticed is that no matter how good of an example I set (arriving early, being prepared, being honest and fair, etc.), many of my students do not adopt these traits. Of course, that's no reason to stop doing them, but I wonder to what extent it's my responsibility to or if it's even possible for me to teach non-idustry-specific characteristics such as politeness (not talking on phone during class or leaving repeatedly, etc.) and professionalism (punctuality, meeting deadlines, conflict resolution, etc.). My grading structure and course requirements reinforce these things, but many students just don't care.

Regarding the lesson about being a friend vs. being a pal, I agree that being too chummy can be dangerous and blurs the professionalism line, not to mention the impartiality one needs in a classroom environment. But I believe developing closer friendships with ex-students is acceptable. Once you no longer have sway over their grades or them meeting the requirements of your course, there's really nothing to prevent deeper friendships from forming, especially if said friendships lead to professional projects together.

Great word, instead of teacher, lecturer, etc..that is the feeling i strive for: to facilitate my students grasping a basic concept, then being able to use and expand on it

I like to go around the room and keep asking does everyone agree or have something to add. this way i can build off of what the students are giving me for feed back

here, as a librarian I sit back and watch the projects take form, students doing research, making the power points, and building their projects. If all goes well the students end up with a good grade, and all are happy.

When I took Art courses, music was always played, and at times we were allowed to let our imagination take us away. This was a great leanring experience.

Instead of using the words"shut up". I like to use cease and desist. It makes them look up and the what did you say look comes accross on their face.

Adult learners have an attention span of 15- 18 min that mean we need to constitsantly keep them rngaged to keep them motivated and enthused. ]

The student syallbi is very helpfull for your clssroom it helps guide the student and the instructor.

The student show have a comforable and postive learning enviroment. No one can work under a negative or hostile work enviroment.

Some instructors feel as if they are entitled to get a professional behavior from all of our students. But in reality you have to also be professional to your students also. You have to act the role to get the same repsonse in return.

what techniques can you recommend for dealing with a troubled student

What are some good ways to instruct a large class comprised of students from vastly different backgrounds and technical levels?

My exams are a combination of Multiple-Choice, True/False, Completion, and Short Answer types. I consider these types of tests as most appropriate given the tecnical (computer)course I teach. After grading exams and showing the students the results, they normally do not debate the mistakes and errors they made on the Multiple-choice, True/False, and Completion sections. However, I have encountered a number of instances where a few students would contest the(incorrect)short answers that I have marked wrong, for consideration (ie. they clamor that their answer/s are correct as well, though they are just not the 'best answer/s'.) In all of these cases, I have given these students allowances by hearing their respective explanations and contentions. When I am honestly convinced that they have a point, I considered changing my position on my marking/s and therefore changed the grade appropriately. I recently encountered doubts to the effectiveness of this action. I question myself if this action is constructive and tends to bear healthy effects for both instructor and student, or rather the opposite (eg. detrimental effects)? Please note that my intention is to form the student's analytical and critical thinking in relation to measuring their progress in acquiring the required technical skill/s. Would giving the students a chance to redeem points after the fact of grading the exam, and allowing them liberty to a debate the instructor be recommendable? Thank you.

In an online environment, I think we need to be very aware of how students absorb information and how they put it into practice.

I have students count off and then break into groups. Invariably, someone takes a lead and others follow. However, there is usually at least one student who doesn't want to participate fully.How can I encourage all students to participate fully in team work?

I usually list the main goals of each day's class on the eraser board. At the end, of class I repeat the goals and ask probing questions. I keep suggesting to students to take notes or highlight key ideas in their textbooks and PowerPoint handouts. When I ask students why they don't take notes or highlight, they respond that they "have photographic memories". I believe that the suggested habits above increase student information retention. What else would encourage students to do something to retain new information?

Sometimes, I show short films or clips. I believe this type of medium can be effective. Some students pay attention and others don't pay attention and even sleep.How can one measure what has been learned in this type of exercise? Sometimes, I give out a brief questionnaire, which helps me get some idea of the usefulness of this exercise.

I teach in a culinary school,however degree candidates are required to take general education classes such as psychology, math, and history,etc. Often students have a narrow focus and feel that these core classes are not related to their desire to be chefs and restaurant owners.How, can a gen ed teacher deal with this prevalent view. I try to draw relationships between my psychology class and the managing people in any industry. This doesn't always work. Any suggestions?

What are some specific ways to get feedback from students on what is working in the classroom and what can be improved? The class surveys at the end don't help with the current class. Do you ask students directly if they are learning or do you gauge by body language and level of interest? I'd like to hear from other professionals.