Barry Westling

Hi Carol: Not all teachers choose to use journals. But those that do find they are capable of providing a unique perspective on past classes and situations, and that helps us become better teachers as a result. Regards, Barry

Hi Carol: Keeping students focused and attentive is a constant challenge. With good preparation, we can deliver better lessons as our organization has given us competence and confidence to portray the teacher in charge, calm, relaxed, comfortable with the material. Regards, Barry

Hi Arturo: Preparation: Yes, we can be a sort of role model for students when they see our degree of organization, realizing that time, effort, thought, and planning went into these lessons. Improved trust and respect usually results from teachers who prioritize the preparation of class lessons. Regards, Barry

Hi Holly: Good example. Backup plans are good and needed from time to time. Better ones can be initiated on very short notice, are simple to implemment, are very low tech, and related to the general topic. A couple examples might be Q&A, discussion, class worksheets, video's/DVD's, or stories about the work setting. Getting student reflection on work stories can be interesting and beneficial to the student, even given the circumstances the activities are being used. Regards, Barry

Hi Jennifer: Pretests: Great, good example of the type of class where pretesting can extremely valuable. One area that student performance varies a lot is with math related topics. How nice to be able to know where more or less will be needed in a class thus minimizing wasted time on unneded material or misplaced emphasis. Of course, all objectives have to be met, but some topics can benefit with more emphasis while others can do okay with less. Regards, Barry

Hi Bob: Ref PPT: Right, the mixing of PPT along with other media provides variety and more interesting class sessions. Also when students participate, they latently take on ownership of the class material and are more likely to cointinue to share their feelings, put thought into their work, and generally do better in class. Regards, Barry

Hi Eon: When students achieve these, they are definitely better off. For me, the ability to give what I have learned, mistakes made, situations likely to be encountered, along with the traditional theory and skills training that accompany all courses, I have met my goal. With that foundation, students should be prepared to be successful in their chosen work profession. Hopefully, they'll take that information and edxperience, and do more with it. That's called progress, and we need good students who afre thinkers who can use their creativity to produce the next great thing! Regards, Barry

Hi Eon: Pretesting can be valuable when it is unknown what level your students performanance is. Sometimes, kit doesn't matter, as the course is going to proceed a certain way reagardless (such as an introductory....anything). For maximum effectiveness and avioding wasting students time with material they already know but may need more emphasis in another area, pretesting can be a life saver. Not saying it's needed in ervery class. Just when information about existing performance is unknown or desired. Regards, Barry

Hi Eon: Two great reasons! Measuring student performance is part of the instructional process, just is delivering the lessons or developing skills. Courses that have student learning outcomes and course objectives need some objective method to identify to what degree the outcomes were met. So, student assessments and evalution is a needed component as much as any other. Regards, Barry