I really like being organized. Sometime over organization is taking too much of my time yet if makes me feel more secure for the days I am having to trouble shoot do to some things not working properly, like a copier, projector, computer???? I find finding the balance a journey, if things don't work it very funky for me. I am suddenly scambling and have to be creative to find a way, but I usually do. Its just he not always the best.

I really like exercise and do much better with all the general stressors if I am committed to exercise regularly.

Statement: My greatess stressor is when I am corrected about not have good enough classroom management. I am a new teacher will be learning for some time hopefully forever :-) When I am addressed on these issues I get very conflicting answers from management. One time its why didn't you come to me? Next, Did you do this? or that? and if they read all the material they have us post on they would see it, but rather I am finding that management doesn't have time to manage all these things either, and often they are really winging it as we are as teachers in class, fielding questions and all. They do there best and I truely appreciate the effort however, I am looking forward to the day I might have all the answers, hey hey, I am not dreaming you know!!! Otherwise I am just left feeling guilty about not knowing, not this, not that. At the end of the day I have to pick myself up and start over and do it all again.

Statement: Taking this course on my personal time has come to be a stressor. Time at work has not been really allotted for example we are to take the course within this week not four weeks as recommended so we can apply some of the data were learning. Making a list is just to fullfill a meeting requirement. I do all the things mentioned in this course already but it wasn't necessary for me to do but required.

One of my major causes of stress is those kinds of students

An adult student of mine had learned that her sister and niece were missing but insisted that attending class helped her manage the stress of this tradegy - and I learned from her that stress isn't about what happens to me; it's about how I handle what happens to me.

One of the most difficult things I find, is working with students of differing abilities. There are some students who are 'smart as a whip' and then there are others who need a lot of extra attention. Then there's the different learning styles, hands-on versus lecturing, etc. What are some ways that you deal with the different learning styles and abilities?

I have taken the opportunity to become a stress managment facilitator. As such, you would think it's easy to manage your own stress, but that is not always the case. It's much easier to tell others what to do and/or how to do it as opposed to putting it into practice yourself.

It is true that stress, over time, can affect your health and your relationships. It's not worth losing these things that are ultimately important over continual stress from a job. Life's too short!

Teaching computer technology, students are at very different skill levels in their use of the computer. I challenge my more advanced students by offering them a reward for applying their knowledge with supporting a small group of students that may not be as advanced as they are. They feel satisfied in the recognition of their skill level and the opportunity to receive positive affirmation from the other students learning from them.

I try to create an environment of openness and acceptance for my shy students. They provided the best quality concerning life experiences and knowledge. I place them in smaller groups to create a safe haven for them to speak. The smaller group givees them the confidence to participate and discuss classroom topics.

I have a student who is just not getting the material. I've asked her if should would like a tutor outside of class or even an in class tutor to help with routines. I 've offered to help her inbetween classes to get some extra practice. And she declined. Other students have tried to help in between classes and she still isn't getting it. Any other suggestions??

In the first class meeting, I ask each student to partner with another student. I provide a list of 10 general questions about an individual's personality, likes or dislikes. The partners take the questions and interview each other. I then ask the interviewer to take the 5 most interesting things about the interviewee. Then, I ask the interviewer to introduce their partner to class using the answers and interaction with their partner. This forum allows me and the class to better understand each other and to reduce first day anxiety in class. The method further enforces name recognition and networking opportunities.

I always strive to know the names of my students by the end of the first class. To help with this, I ask each student to introduce themself and their major. Next, I ask them to assemble in groups of four. I ask them to choose a team name and a team leader. I then ask the team leader to submit their team name and the members of the team. I then ask them to introduce their group name and the names of the members of their group. I have a secondary reinforcement of their names followed by their seating and proximity to the group. The names on the group sheets allow me to quickly find a student's name by knowing the other three through process of elimination. The students always are surprised when I can address them by name during that first meeting. Due to the group setting, students will sit together next class. Again, the placement reinforces my memory through same seat each class.

I have always walked around in the classroom. However, in taking this lesson, I realize that it's better to just stand in the back of the classroom. You are right though, they are already nervous, so why make them more nervous by walking around the class. Great point!

I always appreciate using a "to do" list. It offers me the opportunity to either write a physical list or enter items into the task list on my online calendar. I don't usually physically prioritize the list, but make a mental note of which activities are the highest priority.

I have discoverd a software program that is awesome in that it allows the instructor to type in questions and even add photos etc. The questions are delivered to the students in a game format (7 different games to choose from), and they love it! It also generates multiple choice exams and a scorecard for easy grading. This program has made my life so much easier and has introduced "fun" into the classroom.

As instructors, we truly do have the power to change our students' lives. We need to dress and act in a professional manner because our students are looking to us for the example. We set high expectactions and must meet those expectations ourselves.

Interestingly enough, we actually deal with more female students with anger issues at our school. Through my experiences, I definitely agree that listening is critical. I also have learned that if 2 students are involved in an outburst, we need to separate them to calm the situation as quickly as possible. I like the idea of requiring a written statement. I think this may help calm a situation down as students gather their thoughts.

I love the idea of using guest speakers at key times when students may be feeling overwhelmed and contemplating dropping out of school. We have several amazing graduates who overcame unbelievable obstacles, so I would love to invite them to share their stories--not just in core courses.