Barry Westling

Hi Wook: I think you've got it. The class environment you describe would be awesome to be a part of. Regards, Barry

Hi Hank: I agree, students are perceptive and they know when a taecher cares. Regards, Barry

Hi Brian: Yup! Student's perception as to the the positive tone an instructor conveys during class can really make a differenvce in the students attitude towards the class and the topics being presented. Regards, Barry

Hi Richard: Identifying what media you're most comfortable with is key to refining your instructional skills. Balancing your strengths along with the neededed lesson topics will prove most beneficial to your students. Regards, Barry

Hi Hank: Very stimulating comment - I too think impassioned instructors can positively contribute to an improved student learning experience. When students sense the instructor is "in to it", they're more likely to vigorously join in. Regards, Barry

Hi Charlie: When an instructor and their students make a good connection the resulting instruction is just going to be better. So when an instructor knows where they shine and work to their strengths, that'll contribute to the confidence the students have in him and make for a better connection. Regards, Barry

Hi Amy: Boy, usually when instructors speak of subjective testing, they arn't nearly as challenging as the subjectivity of taste. But I imagine ther are many courses or skill in other professions that have similiarly finite measures of performance, that are just as subjective. Maybe one way to contribute to your grading rubric would be to add a componen t that asks the student to assess a grade. I have found that more students than not are more critical on themselves than the instructor might be. Just a thought. Regards, Barry

Hi Joseph: You've given some important points that pertain to many instructors and classes. Key words and challenges: > Fair > Most important > Objective > Equitable Regards, Barry

Hi Joseph: You've presented some interesting situations that really call for the teacher to come up with real world back up plans. Others will appreciate you creative ways. Regards, Barry

Hi Bernard: Here's something that might help. You probably have pre-established student learning outcomes (SLO's). Base your teaching on those SLO's, then when it come time to assess, just pick the method you want to assess, and base your testing on the SLO's. I know it really not as simple as I've implied - but the basic point is true, and it works! Regards, Barry