Barry Westling

Lima, These are great ideas. The thing is to keep interest, and activities related to the topic or lesson. I've found if students recognize there is something in the activity for them they'll be more focused and attentive. Sometimes, we have to point out how the activity will pertain to their work setting, and that also helps students keep focused. Barry Westling

John, You're right, preparation for lab sessions is critical. Time lost getting ready is valuable time lost to student learning. Also, repeated practice has been shown to be effective in lab sessions. Denying students this opportunity (or delays as the instructor gets ready) is almost lioke a penalty to the students. Barry Westling

John, Yes, we are default role models like it or not. It's always interesting to me that ionstructors are paid to be prepared, to be present, to give all of their talents. Why and how they think giving anything less is a mystery to me. Barry Westling

Monica, Good! Anytime an instructor gives individual attention, they are performining a version of being student centered. Barry Westling

Lima, You got ity. Not that pretesting always has to be don - I do it only when I have no clue about student past. But it is very helpful to modify areas that may need some tweaking in order to save (instructor and student) time and class resources. Barry Westling

Brenda, I think students tend to stay focuded when they feel there is some benefit to them personally, so the more we can bring real-world cases, scenarios, experiences, situations, or examples where the student can imagine themselves "in the moment", that'll help keeping student interest. Barry Westling

Brenda, Another great example. The more senses we can incorporate into our lessons the better off and better retention will occur for our students. Sometimes, this takes some creativity but much can be repeated in subsequent classes. Barry Westling

Brenda, Great self analysis and description of your past experiences. As instructors, we have to learn continuously, and make improvements as we go. Barry Westling

Katherine, Open communication means having a relationship with students that promotes trust and respect. This often comes fr4om the confidence and competence the instructor posseses. But it can also be nurtured through informal discussion and chatting about school matters, or even surface-level personal life, stuff that might suggesty the instructor is just taking an interest in the backsoide of the students life (such as "did you have a good weekend?" or "are you getting enough study time?"). These ramdom comment convey the instructor cares about the student and their success. Barry Westling