I think one of the problems is that students don't always have a clear definition of what is expected of them. Your thoughts?

I find that many of the students in my class (intro to computers) grow bored very quickly if I follow the book verbatim. To alleviate this issue we discuss how and why this is done rather than 'this is what you do" Your thoughts?

This week marks finals for another tem; during this week, I see many students feeling overwhelmed in and out of class. It's at these times when students seem to need reassurance for their motivation and support for reaffirming direction in final projects, exams, and presentations. Does anyone have 'best practices' that may be of use?

School Commitment is not an issue for our students once they understand the pay-off of their 7 month term. I believe in the outcome and results of our training facility's and I know in my heart that when our students clearly understand the life changing results that derive from the training at our school, that they become embedded with commitment and will attend with vigor as long as they have the time and available transportation. Therefore, it is vital that our instructors share factual information to help our students understand the benefits of the training in which we provide, so as to light the fire and keep it burning to develop and maintain in our students drive and purpose in taking our course.

The old Cliche "You can talk the talk, but can you walk the walk"... There is more wisdom, truth and depth in this one cliche than new times will ever be able to match. So easy are the promises that come from our mouths with an anticipation to sell. Getting people in the door is one thing, but keeping them in and buying the product is another. To me there is only one way to become a world class organazation. And that is to BE world class individuals throughout the organization. That's right a "Culture" of individuals who completely believe in what they do. When all are working in the same direction with the same (humanitarian) goal, it becomes a powerful & attractive source of energy of which almost all people want to be a part!!!

It is in the student's best interest to know with confidence that the faculty and staff are committed to their success.

Being able to help students requires giving them our undivided attention and listening in an effort to brainstorm and offer up suggestions that will lead them to a solution to their problem.

When a student is stressed, we can help. We can start the dialog with a student, by simply saying to them, you don't seem like yourself today, is there something bothering you that I can help you with?

Get to know your students, so you can tell when something is bothering them. That way you can offer your assistance, by asking them what is it that you can do to help them get through the course.

We are fortunate at our campus to have such a skilled Resource Center.

Immediate follow-up with students is vital to possibly saving a student from giving up.

Interacting regularly with studdents helps me to be aware of areas that they need help in.

I am going to make surte to keep in constant contact with all of my students, refer the ones who have issues I feel I cannot resolve to the proer personnel, and make evry effort to make every student feel safe on our campus.

I really believe that all these areas must be met to assist a student the way instructors need to. (1) Always #1 be an example for the student to follow. That includes dressing, attitude and gestures. (2) I like to share career life experiences with my students. I find that it opens up a means of communications. They will come to me with all kinds of issues. I try to assist or refer them to someone who can help them. (3) I can't figure out rather I have succeeded without monitoring. My first awareness that something is not right comes from watching attendance, attitude in class, test scores and class participation.

I know the instructor can affect the perception of course objectives. My question is this: How much does the instructor affect the proper perception of course objectives? I know I try to explain the course objectives on the first day and reinforce these throughout the term.

There is no doubt the objectives should be clearly stated on the syllabus. My comment is this: when coming up with objectives for a math course, one should keep in mind application. My question is this: How much should the foundations be stressed at this level?

When managing the classroom, worrying about student's stress levels is important. However, balancing this with keeping up with the objectives of the course can be difficult. I try to place myself in the student's shoes, keeping in mind my course likely isn't the only time commitment they have.

I've noticed some differences at MMTC about retention. It seems to be very much stressed, as it should be. My question is, how do we balance retention with the need to not "baby" students?

I do believe that this process can work, but just the fact that we are not the right person to talk to sometimes can make it very difficult to understand where they are coming from. My own approach would to be find common ground with the person first and establish a comfortable place where they will entertain the idea of opening up to you.