Barry Westling

Discussion Comment

Hi Jocelyn: Good points. I also think this provides an opportunity for the student to see that you're on their side, working together for the benefit of their learning and success. It's a connection opportunity! Regards, Barry

Barry Westling

Discussion Comment

Using pretests as planning tools

Hi Jocelyn: Good example of a practical side to pretesting. Regards, Barry

Barry Westling

Discussion Comment

Using a teaching journal

Hi Victoria: You do more like I do. But some like regular journalizing and derive great benefit reading their past notes. However it goes, it all contributes to better classes, and that's all that really matters. Regards, Barry

Barry Westling

Discussion Comment

Organized and prepared to teach

Hi Victoria: Our job number one is to be ready (organized and preapared) for class and all that it encompasses. We have an opportunity to be good role models to our students too. Regards, Barry

Barry Westling

Discussion Comment

Role of instructor personality in delivery selection

Hi Dennis: I'm not sure about the percentages but there is something true about the message and our delivery of it. Students can tell when a teacher is enthusiastic and enjoys presenting the class material. Regards, Barry

Barry Westling

Discussion Comment

Role of instructor personality in delivery selection

Hi Dennis: The more interesting we can make the class, the more likely students will retain the information provided. I agree that reading notes are like a script and would not be too interesting. If you are enthusiastic, interesting, exciting, optomistic, and colorful in your extemporaneous discussions, then that'll work fine. Regards, Barry

Barry Westling

Discussion Comment

Role of instructor personality in delivery selection

Hi Dennis: Good perspective, especially about compensating for weaker areas (rather than avoiding or ignoring). Regards, Barry

Barry Westling

Discussion Comment

Selecting evaluation methods

Hi Emily: For practical or skill based activities, I have found success using a simple rating scale, something like: 0 = Unstaisfactory performace 2 = Satisfactory performance 3 = Superior/Outstanding/Well above average This can be applied to individual components or steps in a procedure, or used as an overall rating. What I like is the student either clearly has the requesite skills or they don't. There's also a rating for exemplary performance. When essential or critical steps are involved it's hard for me to see a rating of say, "C-". They etheir got it or they don't, or they've mastered… >>>

Barry Westling

Discussion Comment

Organized and prepared to teach

Hi Aaron: "Today's work today" is an axiom I have taped next to my work computer. It helps me stay focused and avoid wasting time. I, too, like to have my class stuff together when class starts. Along with the previous axiom, below it is one that helps me in particular. It states: " Strive for excellence, not perfection". When I read these thoughout the day, my productivity increases. Regards, Barry

Barry Westling

Discussion Comment

Understanding yourself as an instructor

Hi Jill: I understand where you're coming from. For me, I feel I'm thinking about my past classes, pondering ideas for making them better, and planning creative ways to make future classes more interesting. We may work directly with students for only a portion of the day, but that ddoesn't mean we can't spend time apart working and planning for improvements. Regards, Barry