When I finally started teaching I was really nervous. I thought that I would have trouble getting through to students and that they would do terrible. However, many students have told me that they love having me as an instructor and that I give them a whole different perspective.

I have found, just like this module states, that listening to angry students really helps. The student just wants someone to hear them out in many cases. Listening really seems to help the students attitude.

I definetly like the idea of breaking unattentive students into groups. It usually seems to jump start their thought process and get them more engaged in the material.

I find that running helps me tremendously with stress. Nothing makes me feel better then a nice 3 mile run outside.

I feel that I have more personal stress then stress from work. However once I'm in front of my students all of my stress seems to go away.

I currently give all online homework and tests. However, this has given me the idea to possible try some hands on material for homework and tests. I will try to find a way tro incorporate this for my stedents. It should be very helpful for their learning experience.

I'm a terrible procrastinator and put most things off until the very last minute. However, I am very prompt about putting in students grades, usually right after they are done with the graded task.

I feel I have more of the style of the guide because I love to help students navigate through the educational process and guide them with the right stepps to take to reach their goal that otherwise would not have been able to be reached.

Do not concern yourself with being liked. Be professional, fair and consistant and you will earn your students respect. They may not like you when they are a student, but they will appreciate you when they get that first job.

When encountering an angry student I find it best to listen first. Be calm and help them find a solution to the problem by giving them options, not advise. Do not get sucked into an argument with them if you are why they are upset. Document the incident.

The know it all student doesn't really know it all or they wouldn't be there. When you ask a question and they answer, incorrectly. I find it important to not point out that they are wrong in front of the whole class. Find ways to support their comment with the correct answer without embarassing them.

I try to give as many examples as I can from my experiance in the field as it pertains to current topics in the class. I find my students are able to understand why they have to truly understand and learn all course content that way. Not just what they think they need to know.

I think that after going through this course, and with New Year's coming up, I plan on finding better and more efficient coping mechanisms that I would like to have a partner with. For example, get a workout buddy, a walk to get some lunch buddy, a lets take 10-15 minutes to stretch buddy, and maybe even a let me vent to you real quick buddy. I would say that I do not do these activities enough myself and sharing the stress relief and time could possibly make it a bit more fun.

For sometime while I was a part time instructor, I was commuting 2-3 hours daily and would always find myself in rush hours traffic in the afternoon. It was no fun and could honestly say that it was a stressor in my life that felt as if it got bigger and worse as time went on. After being offered a full time position and quitting my other part time job, my commute was reduced to 1 hour at the most on most days. There is a huge difference in how I feel, how I react, and how I present myself since reducing my commuting time. I am very glad and happy I was given an opportunity to reduce my stress, my commute, and my chance of having any health issues.

I have used scantron and like to then utilize a system which then tells me how many students mised the question. I can then see if the wording or presentation needs adjustment. I count how many students missed the question. Those questions with a high percentage of misses get reviewed and possibly changed for the next test. I am told that there is a method to aalyze this with scantron. But I've not been shown this so I will ahve to find someone who knows htis method.

I find it interesting that some students, and I was very much bias before, prefer to take essay exams as opposed to multiple choice. I used to dislike multiple choice exams until I found better approaches to them. However, I am much more of a fan of short answer with multiple choice. For me personally, I feel that it challenges their knowledge enough to not only have to remember terms and definitions but also have to apply it in short answers. Though I will say that online learning structures with multiple choice does allow for more time to be placed on grading assignments and for class preparation.

I honestly never quite considered how much we take other's perception of us and how much it can indeed influence our time management. An example would be an unorganized desk, I am guilty of being able to be productive in a what may seem like unproductive environment. However, if someone mentions how it looks I may want to 'fix that immediately.' Though many other things need to get done, cleaning goes right to the top of the list. I noticed that happened a lot during exams while I was at UC Davis. There was a need to study, but even my own perception of my work space become more important and needed to be taken care of before I could feel 100% comfortable studying. Then again, as I read that it sounds like procrastination.

To me, the effective instructor--like the effective manager--is capable of organizing space, time, and interaction(s) in such a way that those s/he is supervising find it pleasant to work and learn.

I had an interesting situation this past term. I am in my early 30s, and had a student who is in his 50s. One day, as I was trying to finish my lecture and class discussion, this student and another were unfocused and loudly packing up their belongings (in a class of 5 people). I stopped and just said "Where are we going guys?" in a normal (not angry) tone. This basically prompted an angry, agressive response from my older student - "What, I can't pack up my computer?". After I explained that of course he could pack up, but I was trying to finish class and that both students were being a bit loud and weren't focused. The exchange ended with him yelling at me, finger pointed, saying "You need to calm your attitude down!". I was rattled by the experience, and after class I went and spoke to the administration about it. They were surprised, and the best answer we could arrive at was that he was uncomfortable as a person in his 50s being reprimanded (no matter how politely) by a younger professor. Looking back, I'm not sure what I could've done differently. I was polite to him, I was clear about what I was asking, and I wasn't trying to embarrass him. The students needed to be asked to quiet down right then because they truly were disrupting the class with the noise, so I don't feel that I could've waited until after class to talk to him. Still a bit perplexed.

I always try to keep control of my class, to help manage the classroom.