I have had many students that fall behind because they have constraining jobs. I have encouraged them to find more flexible jobs if they are serious about their new career. Any thoughts on how to aproach this scenario?

What can you do about students whose mood changes on a daily basis?

I think that the concept implied in this definition and topic is one of application of "skills learning project management". The objectives (of the learning) must be clearly stated and made visible, along with an application (presented and/or guided by the instructor) of the objective learning that will enable the student to "see", internalize, and use the course materials in their present world. Hopefully, the student will realize that the course content is a "tool" that can be put into their "toolbox" of capabilities that can be transported by them to any of life's work that they engage in; work for compensation, volunteer activity, and home life.

Whenever students have lightbulbs go on in their head, I give them the magic wand. They hold it in remembrance of thier learning moment and pass it to the next student.

i love rapport. and rapping, how can we merge the two to become a whole learnativity?

i think that this is a great chapter. I really took alot from it. new words and all!

By giving students personal attention it gives them empowerment and personal growth, but how do you master the art of catering to each student without having favorites.

does anyone have some new fresh ideas for recognition?

How does everyone feel about students from all backgrounds in one room? I have had some cultural conflict in a few of my classes due to frustrations in cultural conflict. How do I resolve these issues in a general way?

I loved the Crisis game mentioned in this section. What are some key ways of motivating career students? What are some ways of reinforcing general education course material such as English Composition?

Having taught secondary school, I found creating a specialized bulletin board that highlighted student achievement to be effective. Can this be just as effective with career students? Or, is it too childish?

Q: What is the best way to address learning disability issues of students whose language is primarily Spanish? Any suggestions?

I am an administrator and an instructor so I understand the challenges of dealing with some students, but what the students need is for the instructors/adminstrative staff to understand how important their demeanor -- their body language and tone of voice are in managing a positive, productive class. It is not enough to do a great job teaching. The students have to want to attend a class and some teachers can be so intimidating that the confidence of the student is eroded. The student then does not wish to attend a class like that and then finally, the student may decide to withdraw. These issues have been discussed as a result of student evaluations of staff members. There has been some improvement, but not enough.

When we deal with mature students, their level of confidence in retaining information usually starts off low. When they get comfortable in the environment, realize that the instructor and staff are truly on their side, the improvement is quick. We celebrate "ah-ha" moments, as they truly do motivate the student to continue. From donuts to a free coffee from the vending machine to just a high five, pat on the back or thumbs up, we let that student know we are proud. How do you celebrate the "ah-ha" moments for a student?

For quite a few of our students, the external support sytems they have interfere greatly with their learning. Daycare, lack of understanding, weak management skills, car breakdowns, illness, etc are frustrating. We try to resolve most of these issues in the first couple of weeks they start. We know that "life" comes up and whaps them ever so often, but we are preparing them for the workforce. This is the time to get everything straightened out before they start work. But where should our line be in the internal support? How far do we go to ensure their success?

Building Rapport is such a good thing, but I have found that it only goes as far as the student will allow.

I have found that empathy and understanding can go a LONG way as long as you set boundaries and recognize those students that abuse it.

Is there ever a time where you can be too "fair and caring?" What does one do with those students that come up with every excuse in the book when turning in late work?

I have a student that gets set off on every small thing(including anything less than 100% on her coursework) and of course everything and anything is the instructor's fault. Any tips on this issue?