Barry Westling

Angie, Sounds good. Smaller is always better anyway. Barry Westling

Ted, Sounds like you've "been through it all". Responsible students will usually yield to the first or follow up suggestion their behavior is out of line. One on one visits after class may be needed. I have students sign a document, much like a contract that states my expectations, consequences for further occurrences, and the student's acknowledgement. Of course, they usually don't like this, but I rest in it's not me, but the student who is out of order. Barry Westling

Angie, Good. Of course the ultimate goal is assure students have gained the requisite skills and knowledge required for success on the job. And that includes soft skills as well. Barry Westling

Angie, Yes, and I've found a good way to demonstrate readiness is to begin with a story, a situation (real or hypothetical), or some past circumstance (good or bad) that relates to the work setting they're preparing for, and is associated with the lesson. This creates interest, captures attention, and works best when the instructor is prepared to fill in the rest of the lesson. Barry Westling

Amy, Good point. Breaking information into digestible bites, addiding variety, frequently alternating between delivery formats, involving students (teaching portions of the class, leading a discussion, small group discussions, questioning, reviewing, stronger students tutoring/mentoring weaker students, etc.). Just a few methods of keeping things moving along, briskly, while keeping attention and focus, and creating an interesting and enjoyable classrroom experience Barry Westling

Donald, Yeah, delivery is a form of relating to students. And while each class is a bit different, some things always true are reaching students at their level. The more we can try to relate at they're level, the more receptive they will be. Of course, we have to make sure our course objective are met. That must always be accomplished, even if the delivery methods have to be modified. Barry Westling

David, Also, a lot of behavior issues can be diminished (or indirectly encouraged) depending on the degree of preparation by the instructor. We don't have to be strict, just, organized, prepared, and serious about instruction. Students will tend to follow suit. Barry Westling

Joseph, This does pose a challenge. Using a bit of semantics, I would have to separate grading from evaluation. Evaluation suggests something of a comparison, such as to a standard or expectation. (instructor observation, or degree of participation). Grading asks one to make an assessment of something,(such as learning, or degree of understanding). Each serve the other, and for the instructor to determine progress I think both components have to be in place. Barry Westling

Nathan, I believe adult learners want and expect to know their status, and are usually warm to suggestion for improvement and words of care and encouragement. Barry Westling

Bryce, Yes, most can't fake what they don't know. Barry Westling