Barry Westling

Hi Roger: Analogy: driving a car. We constantly watch the speed, gas and other instruments to see "how we're doing". Same for class. We need to provide constant feedback in order to assist performance and give pertinent advice on how the performance can be improved. Encouragement, suggestions, and personalized attention - these attributes will contribute to your students feeling like you truly care about their success, and as a result, may work harder to do their best. Regards, Barry

Hi Elizabeth: When students are poor test takers, I use that observation to take time to give extra encouagement, minimize the poor scores, and emphasize positive information they scored correctly. Frequent sharing of progress provides an opportunity to reinforce these sentiments everytime you meet with these students. This action suggests to the students you care, are interested in their success, and are willing to be assist them in their learning. Regards, Barry

Hi Gail: Great example of an application where senses in the classroom are essential. Another use of senses is when students learn, getting them to use their senses to retain information can be helpful. Examples: Re-writing their notes; reading their notes aloud; recording themselves reading their notes; enjoying a favorite beverage while studying. I would imagine handling instruments would be component in your curriculum. Skill labs or just time for practice handling, feeling, pick-up/lay-down repititions might help develop fine and gross motor movement. Basically, the more senses involeved in teaching and studying contribute to improved retention of information. Regards, Barry

Hi Barbara: The best notes are the ones that occur as the result of personal reflection because they're thoughful, honest reflections from our inner selves. These will always be more meaningful than a reminder to "make a slide of such and such". However, reminders about ideas and ways to improve your class are practical and helpful in the process of continuing to improve your class. So, both types are beneficial. Regards, Barry

Hi Marshall: I like your organized approach. Whatever method is used, keeping track of ideas or needed improvements contribute ongoing course correction and, over time, better classes. Regards, Barry

Hi Johnna: Good redirection! Magicians do this all the time. They take something the audience thinks is happening one way but they are doiing something different (unknown to the audience, of course). So the class veers off a bit, you bring them back on track with using their point to make yours. Terrific! Regards, Barry

Hi Carol: I usually do something similar, especially with quizzes. As each one finishes, I pick up their quiz and begin grading it, then pick up a couple more, grade those, and so forth. Optimally, I'm finished grading within a minute of when the last students turns in their quiz. This works best with short answer or fill in since these don't take long to grade. Students do appreciate getting instant feedback. Regards, Barry

Hi Francis: Good teachers hold themselves accountable and responsible for their students learning, and are willing to put in the time, effort, creativity, and patience to see good student outcomes. I think caring about how students perform can make a diiference too. If students sense this, they will be motivated to try harder. Regards, Barry

Hi Rebecca: A good way to look at grading is to determine "what are the essential points or material students must learn". That information should be given the greatest weight. In a way, grades and points are not as important as "did the student learn what they should know?". Regards, Barry