Barry Westling

Discussion Comment

Hi Michael: Good points. Planning a logical, sequential "flow" takes time, effort and thought to pull off successfully. To have the resources ready when needed, lessons planned with handouts or class exercises, and a clam and relaxed delivery (which promotes same among students) will only happen with careful forethought and readiness. Some teachers are more natural organizers, while others have to work at it. Either way, organizing so students recognize the teacher care and appreciates the value of the students time and limited resources will be appreciated, and may contribute to improved trus and respect. Regards, Barry

Barry Westling

Discussion Comment

Mistakes made when selecting course content

Hi David: Good point. Well written course will space out and have good timining of key learning objectives. But even the best curriculum can get distorted by unwise use of time, interesting but unneeded discussion, or inefficient use of students time (starting late, not having resources, long breaks, or cutting class short due to lack of preparedness). Regards, Barry

Barry Westling

Discussion Comment

Being a student-centered instructor

Hi Craig: Sometimes teaching conflicts with student-centered. Sounds crazy, let me explain. For me student centered puts the individual need of the student ahead of my fized, preplanned curriculum. But sometimes, there are objectives or student learning outcomes that have to be met in order to satisfy a licensing, credentialing, legal, or safety issue that's part of a course. In general, the more we can individualize our instruction to students the closer we we'll get to student-centered. But we have to meet our institutional or professional requirements as well. We're on the same page. Just wanted to extrapolate a point.… >>>

Barry Westling

Discussion Comment

Awarding extra credit

Hi Eileen: You've made my point. In some professions or classes, maybe it's not so critical. But what is true in every class is EC is focused on points and grades, not learning or skills, or knowledge. So, I'd ask "is the grade most important or the learning that accompanies it?" Regards, Barry

Barry Westling

Discussion Comment

Awarding extra credit

Hi Carol: I think adding bonus questions or essay type questions are good learning tools. I know some teachers like to drop the lowest quiz, especially when there are 12-15 quizzes in a session. For me, these are related to learning and although they "monkey with the grade a little, it's based on student learning (or lack of). By contrast, extra credit that is given in place of low assignment grades due to missed or late assignments, or worse, in substitution for regular assignments - that's just unfair. Good students who work hard may take offense; some may percieve EC… >>>

Barry Westling

Discussion Comment

Organized and prepared to teach

Hi Laudina: A well prepared class does run smoothly. The teacher is calm and relaxed, ready to teach. If students arrive early, they are avilable to anser student questions beforehand. Topics transition from one topic to the next in a logical, sequential, planned manner. And resources needed are at hand and immediately available. Sounds nice? Well, it doesn't happen automatically. The teacher has to time, effort and planning, and thought into making this learning environment successful. Without planning, it'd be rare that things run smoothly. Regards, Barry

Barry Westling

Discussion Comment

Awarding extra credit

Hi Tammy: That little push, although helpful to the student for grading purposes, is exactly why I choos not to offer extra credit. In my profession, errors casue injury, even death. I cannot have D- students walking around with A or B grades. That's dangerous. Also, EC skews grades, can be calleneged as unfair, is subjective to grade, and diminishes the hard work your better students have accomplished. That won't sit well even if they don't say anything. So I have learned not to give EC - period. Just my opinion. Regards, Barry

Barry Westling

Discussion Comment

Informing students of status in course

Hi Tammy: Frequent and immdeiate are ways for students to on-course correction. When they see corrected mistakes made days later, it loses it's impact. But when they know immediately, that can be used to reinforce the correct information. Of course, besides sharing grades and status, this gives us an opportunity to encourage, offer support, advice and suggestions, and just show that we care. This will help build trust and respect as well. Regards, Barry

Barry Westling

Discussion Comment

Using pretests as planning tools

Hi Tammy: I use pretest now and agin, but not all the time. Mostly, I use it when I'm unsure of where my students are performing. Here, then, I can make samll adjustments to add emphasis where it can do more good for students. Regards, Barry

Barry Westling

Discussion Comment

Making field trips and guest speakers a part of instruction

Hi Carl: It is obvious you've used these helpful activities before. Students do interact in a social way that's different from the classroom, and these can't be duplicated in the classroom or skills lab either. The cool thing is often a good experience will inspire and provide an inner motivation that begins to burn like a desire to really excell in some students to the degree they begin to perform better in class. The thought of of a better (potential) future is a hard motivation to overcome. I'll take that any day. Regards, Barry