I have found that it has been effective to compare the classroom setting to a business setting. When students are consistently late to class I ask them how would this behavior be handled in a business environment? When students do not hand assignments in on time I ask them, "If you were a manager in a business and one of your subordinates did not complete a project on time, how would this impact your business? If a presentation to a client was not prepared on time, how could this impact your relationship with the client?" I feel that making this analogy helps the students apply their actions to a real world setting.

I have found that using real-life examples is an integral part of a class discussion or lecture. I not only provide my own real-life examples to help facilitate the learning, but I encourage students to add to the lecture or discussion by providing their own real-life examples, especially if they are work-related in the field we are studying. For example, one of the classes I teach is Medical Law & Ethics. I ofhten have students who have experience in the healthcare field. I encourage these students to discuss examples they have encountered at work that relate to the topic we are discussing that day in class. In doing this, it not only provides relevance to the lecture/discussion, but it also provides some insight to the other students who have no healthcare experience of what will be in their future as they enter the healthcare field.

I have been teaching for 5 years. I have noticed how I have not only become more confident in the class room, also more complacent. This has affected my teaching style. I became more relaxed in the class room; my students became more relaxed in handing their assignments and studying. This term I have sat down an evaluated how I was going to approach teaching. I now have strict time line of when assignments are due. Beginning of each week I give my students an agenda for the week which includes what lab assignments, pages from the book we will be discussing and if their will be a quiz or test that week. One thing I will continue to do and engage the students before class starts and in the hallway between classes. This has given my student confidence that I do care how their life is going. Shows that I am concerned, I also show support and given them encouragement. Have to earn your students trust.

make sure the rules are posted in the classroom or lab or even prepare a separate handout. Keep the rules short, sweet and to the point. Remember that if you are teaching adults address them accordingly.

I have proven that when you prepare your self with the knowledge of the subject you are able to deliver it to the students in more than one so that they understand and feel like they have achived their objective. Students tends to come back for more knowledge when they are understanding the material presented.

What can be done when you have a student who demands ALL of your attention the entire class? I have one student who follows me in the lab the entire class time, not to learn or ask questions, but to make the whole thing about him. It is taking my attention away from the rest of the class. I have tried different methods from being nice to down right outforth, and to no avail.

One exercise I have found very helpful is the classic negotiation exercise called the "Ugli Orange" - I have used this in communications courses, problem solving courses, business courses, and really, any course that claims problem solving or strategic thinking in its Learning Objective can benefit from this. You can easily Google "Ugli Orange" and find the exercise, but here is a brief summary: There are two roles: Dr. Jones and Dr. Roland. Both "sides" (think groups) are scientists and their respective firms do not like each other and have a history of corporate espionage. Both sides need to obtain the rare Ugli orange fruit for different, but equally compelling reasons. There is a limited quantity of these oranges and they will be sold to the highest bidder. Each side needs all the oranges (or so it seems). In any case, they exercise will show that a) they are not fighting over the same thing, they need different parts, b) how they approach the seller of the oranges requires cooperation, and c) they need to divide the oranges in a way that does not expose either firm to risk. It is a great exercise, and very educational.

The information I covered is very indepth, but very important. Like any other fiels each class builds off the knowledge given in the previous class, but I continue to have people fall asleep (or taking some Zzzz's) in the class. I have left the lights on during lectures I have done group assignments, I've walked around the class, changed my pitch and or tone and even spoken to those students separately. Are there any other suggestions to get students awake, interested and motivated in class?

I am concerned about students who are "friends" with faculty on FB and other social networking sites. When I was in my career program we did not socialize with our faculty outside of the classroom even those that we knew cared about us and were our personal cheerleaders and mentors. With our computer networking skills I find it odd to see conversations between faculty and students on these sites. It seems inappropriate to me but wondered what others think about this as well.

so you know what is important and what is not

by explaining the course to them and working with them

go over the syllabus so the students know exactly what you mean

if they have problems learning find out what they are, so you can help them

Test should be on the items that was covered in lecture. Most of the time their shopuld be a review over the lecture; however Quizzes are not in included.

It is easy to assess the students on the first day of class; because the student are willing to be honest about them self's

Start with the local news to get them engaged, then contiune onto a lession for that day.

Try to engage them on their level as adults and then break it back down to basic.

I have had a number of students who seem to be intimidated or shy and do not ask questions either during class participation or even one on one with me. They seem to be struggling but when help is offered or when I try to find out why they are struggling, i get nothing out of them. They almost seem as if they are not interested in learning or really have no desire or motivation. Other than letting these students fall behind, what other techniques could I try to get them more motivated to ask questions or even go to someone for help of they are not understanding the material?

I have a challenge with a group of know it all students. They challenge most of their instructors and usually create conflict between themselves and other students who are interested in learning.

Try creating an actual real life example of a situation. Or better yet create a situation and ask small groups of students to develop an action plan to assess, plan and implement the action and have a system to monitor the students actions.