If first impressions are so important, what do you do if you totally goof the first day? Is there any recovery?

Teaching in a trade school I am quite often faced with the dilemma of identifying what my final product should be, the fully trained student or a completed product, in this case a boat. I realize through careful planning I should be able to realize both objectives but two factors often make this difficult, the varied skill levels and needs of the students and the complexity of the varied designs on which we work. I have erred in the direction of providing an experience for the students but sometimes it is at the cost of the experience of completion. Any ideas as to addressing this situation?

Maybe many or most of you do this too, I will actually take the test that I'm to admister before I give it to the students. (they are premade tests that never change). Usually we have 5-7 tests in period of 5 weeks. I try very hard to do it well ahead of time as I'm preparing lectures. This really helps me to 1) find errors! 2) know what points really need to be highlighted for the students and 3) determine the level of difficulty. Then I check my answer ket with another instructors answer key. I have found when I've slacked off on this, I had more errors in my grading of tests, and not as good of lecture and information to give the students.

I teach a mixed group of students. I start off with a general information session and then attend to them throughout the day for more one on one because I'm not certain they are comprehending the morning lesson. I'm not sure of the best approach.

I instruct for an accelerated program. So lots of information is coming at my students daily. We have a policy that it is up to the students to come to the instructor to find out missed assigments etc. Some do this diligently, others do not. I find myself wanting them to pass, so I often will just remind them of missing assignments, or late assignments. But, it is often more work for me, tracking students down to get their homework. Any suggestions? Sally

The computer courses I teach propose certain objectives that are important and reasonable; nevertheless, sometimes I feel that because emerging trends and new technologies, I add extra information that does not necessarily show up on the textbook, nor will it be part of a standardized certifications exam. Students welcome this information yet many times they realize that there is an overwhelming amount of new things they have to keep up with... How can I go about having the students learn certain material for an exam, and certain material to become familiar with for Real world objectives?

I have to admit I am a relatively young instructor (22) and usually my students never really gave this matter importance, nor had realized their instructor was half their age. In the last course I taught, the students figured out my age and it was an ackward situation... For some reason, I had the impression they were not taking me as seriously as in the first day of class. Can you provide me some advice to counter this situation?

I have been using a particular text book for quite some time. Despite being a relatively complete book, I feel it is not very friendly for the particular course I'm teaching. Are there any particular suggestions or guidelines that I can generally follow before I adopt a new textbook? I fear that I may not have time between the end and beginning of each course to review the entire material, nor would I like to compromise the school I work for. What should I do?

One of the problems I face often is caused by the attitude of many unhappy career changers. How can I serve as a motivator for people that have such a challenging situation?

I am unable to use the power-point or overhead projector because it brings on migraines. I have had to find different ways to deliver lesson plans. It seems to work for me, but sometimes I do envy those of you who can use them. I have tried just recently to use the power-point but my students informed me they were unhappy with the way the lecture turned out. I had to redo the lecture the old fashioned way. I do a lot of writing on the white board, and I even try to draw. If anyone has any suggestions regarding the power-point, please let me know. I am always willing to try new things.

I am unable to use the power-point or overhead projector because it brings on migraines. I have had to find different ways to deliver lesson plans. It seems to work for me, but sometimes I do envy those of you who can use them. I have tried just recently to use the power-point but my students informed me they were unhappy with the way the lecture turned out. I had to redo the lecture the old fashioned way. I do a lot of writing on the white board, and I even try to draw. The old saying "if its not broke, don't fix it". If anyone has any suggestions regarding the power-point, please let me know. I am always willing to try new things.

It is very important for the students that the instructor be in class before the first student arrives. Have all necessary paper work in-front of chairs to which students will sit. I introduce myself as Mrs. and not my first name. I believe that is the first step for gaining respect from any student. Usually from that point on the respect is established on both sides.

I have found it very useful and exciting for the students to see a lot of visuals the first week. I give handouts of 8x10 pictures for my visual learners, 3 dimensional objects for my tactile learners and Cd's for my auditory learners. I cover all 3 each day. I plan my class 2 weeks in advance, and yes, I always seem to add something new to one or more of the planned weeks. I realized that I can plan ahead, but leave a block of time for something to be added in. As in library time for essay's or continuing online education for the students.

As there is no perfect student, there is no perfect instructor. I have found that admitting my mistakes in a humble way, lets the student understand that I to am human and assures the student when they do not complete a task the first time, I will be there to say "you gave it your best and tomorrow will be a new day". I let my students know that I am not perfect, but I will always do my best and that is what I expect of them.

I have found this amazing icebreaker to introduce students on the first day. So often students get comfortable, and are not very welcoming to new students. I found a form that requires each student to go around the classroom introduce them selves and ask the other classmate a question such as do you have a tattoo? If the student says yes, then that students signs the opposing students paper. And so on and so forth. This has been very successful.

Noise ( anything which interupt the communication)

I have a student that backtalks to me and other students in front of the class. I have addressed the situation with her yet she is non compliant. I noticed that students are moving away from her. She has only been here 2 months and frankly I dread it. I have had students come to me stating they follow my lead on how to handle her. I ignore what she says usually, because she will continue if I address it in front of the class. Yet, I do speak with her privatly and she seems like she wants to improve. Any ideas?

Hello Everyone, I thought I introduce this topic onto the forum since nobody has done so yet. Even if it is a cliche. First impressions count. For this reason before my first day of class, I go over my classroom and insure all equipment is working order, all tables and chairs are clean, whiteboard is clean, and all materials that student will require will be on hand for the students when they arrive. On that first day, sharply dressed, I great each student, and either hand them the printed syllabus, or direct them to the online version. The look of the classroom, and the instructor, as well as the perception of professionalism is very important. It sets the tone for the rest of the course. Andrés