Barry Westling

Beatrice, Open, honest, and genuine individuals tend to be more interesting, and what they have to say more enjoyable. It may being comfortable with who we are, our past experiences, or just a confidence in our abilities. Getting students to pay attention and learn from what we give can be affected by our persona and delivery attributes. Barry Westling

Ron, True, The more we know about prior learning enables us to modify or perhaps make adjustments to our planned activities. Barry Westling

Ron, Media involves senses, and I think the more senses involved in the instructional process, the better retention of needed information will occur. Plus, mutlimedia makes classes more interesting and enjoyable, and perhaps improves student engagement. Barry Westling

Ron, There's no doubt a good first impression can produce lasting results. Besides preparation being a key job responsibility, classes run smoother and students learn better in an environment that's organized and readied with all needed materials and resources. Barry Westling

Brian, Yeah, and that catch is awful. It creates a feeling of frustration and probably sentiments like "how will I ever catch up?" We can combat this by frequent and early on discussions with students, offering advice, suggestion, encoragement and support. I like to convey "I'll pull you along to the degree you're willing to push ahead". It's a shared effort. Barry Westling

Nicholas, In the past, I have dropped the lowest quiz score, and have given a 5-point bonus question on a final exam. These show flexibility but really affect the overall grade vey little. Of course, all students get the same treatment, equally. That's only fair. Barry Westling

Nicholas, I agree policies have to be fair and available equally to all. As for EC, I just choose not to give it. Others may have differing views, and that's OK. I'm concerned with learning, less about grades and points ('e.g., the "A" student who has mastered only 75% of the course material?). So if it's needed information, I require it without an option to not do the assignment. Barry Westling

Nicholas, My own opinion is if material is needed and important for students to know, I require it, and don't give student an option to do it or not (they choose to do this enough on their own without prompting from me). I understand each instructor and institution has to decide what works best for them. For me, I choose not to give significant EC (perhaps some bonus points on a final, but that's about it). Barry Westling

Nicholas, This sounds good. Something I do, checking for understanding, is moving forward with my lesson, then every few minutes, stopping, and asking specfic students to answer specfic questions about what I've just covered...sort of a two steps forward, one step back. If questions are on target I move on. If not, I review. This helps me not go too far without assuring students are tracking with me. Barry Westling

David, Great. Immediate feedback is appreciated and many times is necessary for students to know how much more effort is needed to achieve successfulness in class. Barry Westling