Barry Westling

Hi Vinny, Sound like you are somewhat limited in choosing new media. In this instance, it may be wise to work with what you have to the fullest, such as working the white board (students at the board), small group discussions of topics you're covering, exercises or amplification from the required reading. Thinking creatively gives the teacher more lattitude especially when they are somewhat resrited in what they can choose. Barry Westling

Hi Vinny, I think it's true when the teacher is at ease, that makes it more likely the students will be at ease. Sincerity is almost never abused, and it's such an easy trait to develop and maintain. It baffles me that too many instructors will try to project some imangined persona that, for a short while may be effective, is nearly impossible to maintain contiuously (like an actor in a demanding role who is never out of character). Eventually, it'll all tumble. Barry Westling

Hi Eleftherios, This is a terrific idea and shows effort to maximise the students learning experience. Students should appreciate what you are doing, and probably as a result will build improved trust and perhaps, respect. Barry Westling

Hi Marvin, Well, good. And don't think you are that different from others. Many teachers and schools put specific directives to their faculty, I guess to insure the student will at least get basic information. I know it sounds like it stymies creativity, and perhaps it does. Unfortunately, students don't always know about other schools that have different practice guidelines. But as teachers, we all have to work with what we have. As a profession, thank goodness most teachers learn to be creative with whatever they have. Barry Westling

Hi Brenda, Great. Your implied willingness to be open to the new and emerging trends will keep your students well prepared and satisfied with their classes. Barry Westling

Hi Adnan, You've descibe an excellent hoped for outcome for field trips. They're a powerful tool and students benefit greatly. Of course, there's the possibility the experience can be poor or ill-planned; that'd be awful because the student would lose out on so much. But seeing nearly any aspect of the real world the student will be working in generally is quite motivational. Barry Westling

Hi Eleftherios, That's a great point. When the teacher can establish a good personal (and profession-level) relationship, there's sort of a built in connection that will exist that will make communications, directives, assignments, and ultimately student performance improve. Barry Westling

Hi James, Good reasons. I feel if we could just ask students questions (Socratic method), that would be enough (in theory). Unfortunately, we need something objective and fair to all. But ultimately it still comes down to finding a way to measure "did the student learn?" Barry Westling

Hi Robert, Yes, this is generally true. We need to recognize that information alone sometimes is not enough, and we have to nudge, encourage, or even require mandatory remediation (if this is allowed) in order for the student reach the level of needed improvement. If you think about it, if these students were very disciplined in the first place, they wouldn't have fallen too far behind to start with. So giving advice and performance status is a good start, but sometimes we need to be more agressive in assuring they follow up. Barry Westling

Hi Robert, Perfect use of a pretest. I'm sure there will be classes that generally are at a suitble level, and others that are at either a higher or lower level. A good instructor will adjust to meet their students where they are, and bring them to where they need to be. A pretest can an instructor choose where and how much. Barry Westling