Barry Westling

Hi George: In for profit schools, student numbers rule. It's not so much an issue but just a fact of life. Not going to solve that situation here. As to your question, it seems like pretesting could help define the 1, 2, or 3 areas a student is very wek in and concentrate on just those areas (I understand they'd be responsible for the regular course work as well). Any progress made would claimed a victory towards helping that students even if they fail the course. As teachers, we want student to learn. If it's only a small bit at… >>>

Hi Joseph: One way of looking at your situation is the use of institutional approved Student Learning Objectyives (SLO's). SLO's really define what is to be learned in the class. Course objectives tell how you are going to do it. Resources are the trools that will assist attainment of the goals. Assessment is the measurement of SLO achievement. So, everthing ties back to the SLO's for a course. There are a hundred and one ways to teach the components of an SLO. If an activity is occuring that is not directly related to an SLO, it shouldn't be covered at… >>>

Hi Stephen: I agree and think good instructors either start with or develop a strong sense of their knowledge, value, and competence - all which lend themselves to confidence. Confidence is a state of mind and it has to based in reality. I think thats why we have teachers who work year after year really making little progress into the instructional lives of their students. Committed teachers are willing to evaluate their teaching styles, strengths and limitations, and be open to adapting or modifying how they go about their work. Change is hard, but good teachers are ready to embrace… >>>