Linda Gudmundsen

This course has helped me realize that I handle stress differently at 62 than I did at 32. I am not in such a hurry to complete everything and the making of lists has been very helpful. When you add to that prioritizing your list then you really can zero in on what needs to be done and what was busy work you were making for yourself. Thank you.

#4 I have my students pair up and do a project on a disease. It has to be very detailed. When I have 2 people that disagree about and issue what would be the best way to handle this. Let them take care of it? Should I get involved at all. Please give me your thoughts

I try to share many of my experiences with the students. How can I get them to relate these to what they will be experiencing. How can I get them to focus on thinking on this rather on how much will I grade them for what they say?

More and more students aren't willing to take the time to find answers they want someone to give it to them.As an example when I taught them coding I looked up some silly or really strange codes for them to find. It made the class and learning process more fun

Many students are uncomfortable speaking out in class. S I liked the idea of starting out with simple nonthreatening questions

I do a power point every night. So to try and keep the attention of everyone at the end of these I ask specific questions pertaining to the power point and then after the student has answered I go further by asking him his opinion and would he do things differently. If so what would he do to change things? If he wouldn't change anything what was it that made him feel everything was so perfectly right. I don't do this in an attacking way -I just want them to think.