At the last CIE 20 Minute Mentor, we watched a video on what to do when students push our buttons. The discussion that followed was, as always, engaging. I shared one of my strategies to (at least potentially) head off students from “pushing my buttons”.

I have the following list posted within my syllabus, that I modified slightly from a short publication from NISOD. I liked the idea behind it, and as I mention to my students, it’s not just for me as their instructor. It is for interactions with all instructors, here at NMC and beyond. I mention to them that in this age of “social networks” we seem to have lost what it truly means to be social. I also believe that very few students know what it means to be a student. I don’t think I really knew when I went off to college. I also mention to them that it is really important to focus on learning, not their grade.

How to Favorably Impress Your Instructor

(This really applies to all instructors, not just me)

• Be early. Arrive at class, and find a seat from which you can see and be seen. Get your equipment (pens, pencils, notebook) out. Quickly review your notes from the last session, and be ready to ask questions if you have any.

• Greetings. Smile at the instructor (it makes him/her feel wanted) and at your fellow students (you may need their help).

• Dress and Demeanor. Research has demonstrated that neat attire and attitude go a long way.

• Prepare. Read any assigned material and labs before you get to class. You will find you will need to take fewer notes and be able to listen carefully. If a tape recording would help, ask permission. Continue to take notes, and remember to listen to the recording as soon as possible after class; listen with your notes at hand. If there is work to be handed in, have it ready. Word processing may help you make fewer errors. Full name, class, assignment number or name, and date go in the upper right-hand corner, with multiple pages numbered and stapled (donʼt rely on the instructor to provide a stapler), unless instructed otherwise.

• Read, Read, and Read. Bookstores and libraries are really lovely places. Find ʻquick guides,ʼ and go through them within the first two weeks of class. They will give you the context of the material (it all canʼt be taught at once). Read purposefully. Try to relate the material to both a personal and a global context. Each field has its own dictionary and encyclopedia; find them, and refer to them throughout the course. Read a daily and weekly newspaper and magazine. Ask the instructor for the names of other texts, journals, and reference books.

• Write, Write, and Write. Take and rewrite your notes so you know what they mean. If there are gaps, ask someone who knows (see next). Make flash cards, and create mnemonic devices for terms and concepts. Work on “hooks.” Draw relationship charts. Keep a journal.

• Study With Someone Who Cares. Find people in the class who are really interested in learning. Work with them before, after and between classes.

• Coffee, Etc. Many of us need a cup of coffee. Bring a covered mug that is less likely to spill. Be careful with your soda pop, and always remember to recycle. Eating, cleaning out your purse, doing your nails, and doing other homework from this or other classes during this one are real turnoffs.

• Absences. Avoid them at all costs. If you have been absent, go to the instructorʼs office to explain; do not make your explanation in or before class. If there is work or material missed, try to get it from a classmate. If you cannot, explain that to the instructor. In the unfortunate case that you do miss class, do not ask the instructor, “Did I miss anything,” or worse, “Did I miss anything important.”

• Appear Teachable. It is amazing how much nicer a teacher can be when you look and act the role of the student. This does not mean asking any and all questions to get attention, but asking well thought out, relevant questions. In fact, if you formulate the question and write it down, sometimes it will answer itself, or the teacher will get to it. If not, you can ask it at an appropriate time. You can and should write out the answer your receive.

• Office Hours. Use your instructor’s office hours to get missed assignments, turn in late assignments (if allowed), ask questions that you didn’t in class, or inform your instructor of upcoming personal conflicts. Be cautious of doing these things right before class starts, as the instructor is most likely putting final preparations on that day’s material.

• In-Class Time. Prepare yourself for the day’s class time by taking care of personal business before class starts. Once class starts, remain in class attentively taking notes and formulating questions. Getting up to leave or talking unnecessarily in class is distracting not only to the instructor, but to classmates. It is best to turn off your cell phone; even on vibrate it can be distracting.

• Multitasking. In short, your brain can’t do it. Many studies have shown that in our attempts to multitask, both tasks suffer. One study showed that individuals that were intoxicated actually performed tasks better than people who thought they were good multitaskers. In other words, you can’t text and listen at the same time. If you are serious about learning, you will put away other distractions while in class.