Barry Westling

James, You're right about student observations. I've experienced so many unexpected reactions, behavior (good and bad), or expectations some students have, I've memorialized many of these observations in a journal. Mostly it's for my benfefit to reflect on, but it also has helped me gain a greater understanding of human nature and improve on interpersonal dealings with students. Barry Westling

Billie, I'm like you, I like to document my observations about a class, especially if new ideas came to mind, or a particulary interesting question from a student. Sometimes, through trial and error, something really great occurs in a class (spontaneuosly), that is very worthwhile and I want to repeat it. So the journal serves as a perfect place for these kind of documentation and observations. Barry Westling

Connie, Using a variety of media resources, coupled with alternating delivery activities helps keep the interest and makes learning fun and enjoyable. I think students do better when they feel they are being instructed in creative ways and thier teacher is truly interested in their successfulness. Barry Westling

Connie, This sounds like a great way to depend on non-visual senses. Of course, the more senses we can involve in our lessons the better the retention will be. Making activities instructional and interesting makes learning fun. Sounds like you've got some great ways to achieve that. Barry Westling

Connie, Field trips are unique and few activities can provide exactly what a good field trip can accomplish. Often, what may have taken days or weeks to explain is resolved for students in a single outing. What an amazing resource. What a creative way for a field trip. Good for you! Barry Westling

Dawn, Right. The students have "purchased" a product, in this case, it's an effective educational experience. That includes everything promised and expected. We are employed to do a job and be ready every scheduled class session. Do do less, we would be considered negligent in our duties. Barry Westling

Geri, Right! This is our job; we’re paid to be there and to be ready. We do our employer and our students a great disservice when we are slack in our responsibilities. Also, students pick up on instructors when they appear unprepared, which send a less than wonderful impression. To a large degree, we are role models for what we expect for our students. Barry Westling

Dawn, I make notes to myself and document observation, needs, and thoughts about how the topic or class could be improved. For me, if I don’t write it down, I'll forget. Also, reflection on past comments in a journal help measure progress and groth in my instructional abilities. Barry Westling

Geri, There's little that can compare with a passionate instructor who is enthusiastic about their topic. It's attractive and encourages participation and commands attention. Each teacher has their own version of the way they may express their delivery, but if the teacher does not show excitement and interest, how the heck are the students expected to be interested? We're all different in our expression, but even in that difference, we can demonstrate interest, enthusiasm, and gusto in every student encounter. Barry Westling

Esperanza, A good plan-B should be developed so that it can be substituted for plan-A and achieve the same outcome. I think a good back-up plan is low tech, can be implemented on short notice, closely related to the topic, and be beneficial for student learning. The students will not like feeling they're just filling time. Keeping the activity related to their career field is a sure-fire way to keep interest. Barry Westling