Christine Scarle, BS, RMA, CPT

I find that setting the expectations at the beginning of the course detailing how I deal with late work helps. I also do my best to post grades promptly and enter "0" for items not turned in so they can immediately see their grades dropping from missed works. Usually this will get their attention enough to motivate them to turn in the additional assignments!

I teach a lab class in a four hour block of time and meeting twice weekly. We have clinical and demonstration items to cover as well as extensive knowledge based materials (approximately 1 to 2 hours of leture type material per block of class). Are there any suggestions how to balance the class appropriately to avoid boredom?

I have found that the paperwork on the first day of class can be very overwhelming to students considering that they have multiple classes. I like to make two packets to give to my students; One packet is the information that they can keep for themselves to review as needed (includes emergency evacuation maps, syllabus, my contact information) and a packet they must review, sign, and return. Being organized and thorough helps to alleviate some of those first day anxieties!

I teach many clinical classes and I have found that the skills I am presenting can monopolize my time with individual students. When this occurs, I have found it most helpful to have on hand additional activities for my students that have mastered the skill and are ready to move on. This way, my students continue to learn and reenforce the skill with additional avenues of learning while not disrupting the rest of the classroom with behaviour born from boredom.

I am currently teaching students who have 20 days and counting until the end of their college career. I have found that the students are excited and frightened to be so close to this deadline. Do any of you have tips to keep them motivated and boost confidence while acknowledging their fears?