> What is surprising to me is that I'm expected to teach a homeless person in such a way that they pass the class and know the material. I recently left teachi

> What is surprising to me is that I'm expected to teach a homeless person in such a way that they pass the class and know the material. I recently left teaching CC to pursue a PhD, one thing I will say is don't let CC become "No Child Left Behind". Let your stats suffer and fight administration when they ask why. I've had co-workers that just handed students a Cengage textbook and surfed the internet all day, and these were SENIOR MEMBERS of the department. As much as I hate the stereotype, this is government work - you need to do A LOT to get fired. Hell, actually trying to teach might label you a "hard worker". As I mentioned in another comment, my solution was to rethink how I taught. I had a 2 hour lecture and a 3 hour lab each week. So, class 1 was pure lecture and class 2 was just giving them time to work on homework (I wouldn't classify what I did as flipped, but sort of). Assume outside class time they CANNOT (no will not) do the work. In that mindset, how do you provide them time to learn? Just like in a martial art, the sensei doesn't lecture the entire time and you are expected to drill at home, there is actual class time devoted to drilling. If you don't have enough time, fight for more time. If you're the Stat instructor, look for your state's course library [1] (link to NC's). Dig through the courses, find which ones offer more credits. Then go through the 1-2 year legalities to have it pass. This was how I ensured my Java students had passed at the very least algebra before taking my class. Other tricks of the trade are recording lectures and posting them online. Give them every opportunity to succeed. Then, its their own inabilities that cause them to fail - the blame can't be on you, you gave them every chance. [1] http://www.nccommunitycolleges.edu/ http://www.nccommunitycolleges.edu/