Barry Westling

Discussion Comment

Hi Donna: Yes, it is fortunate when we get smaller classes just because that intimacy will provide for more personal dialog and discussion, and perhaps create more trusting of one another, leading to honesty, respect and courtesy, and improved student outcomes. Larger classes make this more difficult to achieve. Regards, Barry

Barry Westling

Discussion Comment

Understanding yourself as an instructor

Hi Catherine: I believe that it is nearly impossible to change someting or behavior unless a person is motivated to do so. So, as teachers, if we want to strengthen weaker traits or areas that need improvement, we have to want to in order to make it effective and lasting. As we understand ourselves, it's only natural to play to our strengths and avoid weaker areas. I think that with a commitment to teaching, over time, our weaknesses can be minimized, and possibly even recognized as a strength. But it takes commitment and a willingnbess to change. Regards, Barry

Barry Westling

Discussion Comment

Using pretests as planning tools

Hi John: Great! Pretests can be very simple and short or more comprehensive, like covering all the material that'll be covered in a class. Both methods are of benefit - mostly to the instructor for planning purposes. But students can plan as well, based on the information being assessed. There should not be a grade for the pretest, although I think it's OK to give credit as an activity. Regards, Barry

Barry Westling

Discussion Comment

Setting up a grading system

Hi John: Very good point. I think both in teach and testing, practical examples related to the course content make the most sense, and students are likely to remember and apply the practical information better than "dry" facts and theory. Regards, Barry

Barry Westling

Discussion Comment

Selecting sufficient course content

Hi John: I think a good education always includes the need to know and the nice to know. Our experience has broght us to the classroom, and we didn't get that experience from a book. So the students can't either. Dynamic classes and great teachers provide a mixture of topic- specific material that incorporates personal, professional, academic, and job-related information in a delivery style that is interesting and enjoable, making for a comprehensive experience. There are many ways to meet course objectives. the more varied the instructional techniques, and the more involved students are in their own learning will contribute… >>>

Barry Westling

Discussion Comment

Using pretests as planning tools

Hi Steven: Good summary. Part of our job is to plan in order to assure students learn whatever course objectives are given. Pretesting can be a help to both student and teachers. For students, they get a preview of what's ahead in the course, and maybe they can begin to prepare if needed. For teachers, we see where we may need to tweak our plans to target areas that we find may need more emphasis than we had planned. Regards, Barry

Barry Westling

Discussion Comment

Understanding yourself as an instructor

Hi Steven: I think it's possible for a teacher to be effective, and at the same time the student's don't learn. It's like following a process exactly, but if the outcome isn't achieved then we missed the mark. So to me, it's important instructors understand themselves, recognizing they are not perfect and may need to work on specific areas of their teacher persona. I can say the students will pick up on shortcomings, even if they never voice or comment about it. But more practically, if we try to be our natural selves, be honest with students, and teach to… >>>

Barry Westling

Discussion Comment

Being a student-centered instructor

Hi Dixie: I think every instructor makes an impression on every student. I guess what can be debated is whether is was a small or large impression, and to what degree significance the teacher contributed to the student. As teachers, we have a responsibility to our students. To me, student centered implies we put the learning needs of the student ahead of other equally important components, such as our preferences and choices, existing practices and methods, and getting through the material whether the student learns or not. Being sensitive to student needs vs plodding through the tried and true is… >>>

Barry Westling

Discussion Comment

Informing students of status in course

Hi Edward: Recognition of performance is very important and there are many ways of conveying that. The most obvious is reviewing student's grades or status in the course. But the more frequent a teacher can make a personal connection with each student, even if that's just when they're sharing grades, I think that reinforces building a more positive relationship with the student. A personal connection creates a more comfortable learning environment, especially when the student feels they can ask their teacher questions and feel they're imposing or will be made to feel dumb. Regards, Barry

Barry Westling

Discussion Comment

Developing instructional backup plans

Hi Edward: One technique is to break up the lesson into segments that follow the course objectives. If more time is needed or extra time is left over, the teacher can either review, ask questions, provide examples, share experiences, etc. These help "round out" the lesson. It's good to have something that is low tech and can be implemented with little preparation if what was planned cannot be presented for whatever reason. Regards, Barry