Gary Meers, Ed.D.

Hi Barbara, You are on the right track in looking at the learning environment. Often times we educators become so focused on the course content that we forget to look around. By doing a learning environment inventory you can quickly see what you and your students are going to experience in your classes. Little things like seating arrangements can become big things if they are not addressed. We need to always try and look through student eyes when we are viewing our surroundings. Another strategy I use is to have someone not related to my school do a “walk through”… >>>

Hi Jason, Your schedule sounds like mine. I start teaching at 4 and go until 7. That group is tired and hungry. I start another group and go from 7 until 10. That group is tired and full. Either way they want to do most anything but listen and focus. This is the big challenge I find in my teaching. I find I must be a cheerleader, coach, instructor and motivator to get through each evening and to keep them coming back. I work very hard at making the instructional process exciting as I try to overcome the fatigue factor.… >>>

Hi Steve, You have hit on what I believe is the real key to setting the stage for success in classes. Students understanding the expectations and then helping the students to develop a sense of ownership in the course. Once they “buy in” to what you are trying to do and how your course can help them with their career choice you have them. Granted you may have to remind the on occasion about the goals that they have set for themselves, but for the most part you have them engaged in the process. Ownership is the key to everything.… >>>

Hi Barbara, Ever since the beginning of time, when the first person shared how and how not to attack a wooly mammoth, we have been sharing our experience. If the same mistakes were repeated over and over again, the mammoths would be reading about us instead of the other way around. The idea of attending other classes and observing other teaching techniques is the component of modeling we need to keep focused on. We learn from others both the good and the bad. This gives us a base from which we can select our teaching style. Constant feedback from students… >>>

Hi Joseph, You are correct about not really receiving the feedback you need for instructional improvement. The key is how many students you have at the end of the phase, just as you stated. What you need to know is what did I do to keep them engaged in the learning process to the point they stayed and acquired the skills needed to succeed. At my school we have a formal standardized course/instructor evaluation form that gives the school and DOE the needed numbers. This form helps me in a general sort of way in terms of knowledge about how… >>>

Hi Jim, I am glad that you have success with the pairing approach. The problem you present is a common one. My most successful approach is to first talk with the strong team member and outline specifically what it is that I want him/her to focus on in working with the other team member. Sometimes, the strong team member gets out ahead of their knowledge base, just as you mentioned. Through my talk with them I encourage them to focus on one item that I want them to work on with their team member. If I have a strong team… >>>