Barry Westling

Discussion Comment

Samuel, Boy, I am on the same page with you. Among the vanishing traits these days are sincerity, honesty, and authenticity. When students see these in action, it makes for a much better learning atmosphere. Barry Westling

Barry Westling

Discussion Comment

Student learning outcomes

Dionne, Absolutely right. When we can cater to individual needes, the student retention and outcomes are going to be better. Barry Westling

Barry Westling

Discussion Comment

Informing students of status in course

Rebecca, I look forward to times I can converse with students regarding their performance and status. It one time I'm not being the instructor (but really I never loose that role), but am more like a mentor or knowlegeble friend who is capable of giving solid suggestions for improvement, advice, and also support and encouragement. I think this helps bridge the gap between student and instructor, too. Barry Westling

Barry Westling

Discussion Comment

Awarding extra credit

Andrew, Yeah, fairness, or the perception of fairness is a big thing for most students. Good students (typically the "A" students who do all the work, and work hard at it) take offense when they see lesser students getting credit for extra, non assigned work to boost their grade. For me, that's not fair. I work hard for student trust and credibility. I think this is one way that contributes to that. Barry Westling

Barry Westling

Discussion Comment

Awarding extra credit

Stephen, My bias is not to give extra credit at all. One reason, we don't get extra credit while at work, so I feel we set an artificial expectation of entitlement when supporting the EC premise. I will allow extra assignments to inhance their learning and give due recognition for that extra work, and even allow time in class to show it off or present the special presentation. But no points are given. I give a lot of quizzes. So my version of "some flexibity" in grading is to drop the lowest quiz score. Also, I'll add an optional essay… >>>

Barry Westling

Discussion Comment

Using pretests as planning tools

Stephen, If we work backwords from the end of the corse and say "what do I wnat these students to be know or be able to do, them having learning objectivies that lead to these outcomes only make sense to use as a guide for beginning and conducting the course aligned with these objectives. In theory, it should all come together in the end. Barry Westling

Barry Westling

Discussion Comment

Reengaging off-task students

Rebecca, Asking questions is one of the quickest and usually effective methods to get students back on track, with their attention refocused on the topic at hand. This probably because to effectively participate, one has to pay attention. Barry Westling

Barry Westling

Discussion Comment

Role of instructor personality in delivery selection

Rebecca, It's interesting how most people like stories. Perhaps because they can relate to the situations, or maybe it's just fun to listen. But when used to illustrate a lesson point, students are apt to remember the story and the accompanying message. Barry Westling

Barry Westling

Discussion Comment

Understanding yourself as an instructor

Rebecca, I know for me, part of my instructional abilities has been developed from past mistakes and acknowledgement of areas I needed work in. I am stronger because of my past mistakes, and I've tried to understand my weaker areas, worked on strengthening them, and sought ways to broaden all my capabilities to teach. This is the result of my understanding of myself and my abilities. And it never ends - it's a continuous work in progress. Barry Westling

Barry Westling

Discussion Comment

Organized and prepared to teach

Rebecca, When I've been less than fully prepared, I feel it in my ability to conduct class smoothly, and I know my students know it. They may not say anything, but it's apparent, especially when they're accustomed to a fully prepared instructor. Barry Westling