Barry Westling

Hi George, Upbeat and energetic is great. I don't see why you can't project that attitude and do collaborating activities at the same time. Getting students to talk, discuss, engage, interact, work on projects - these seem like they take time away from the teacher wants to share, but in fact, students learn just as much if not more in these settings. Anytime students are partcipating actively, they'll learn more and retain more. Barry Westling

Hi George, Wasting time is one of things I dread - both as a student and as a teacher. Sometimes students won't say anything (because they're not being asked to do anything) when a teacher is ill prepared. But they'll notice, and that can likely reflect poorly on the instructor and maybe even their confidence whether their teacher has a sincere desire to teach or not. Barry Westling

Hi Dale, You're right about expectations by students. Having everything laid out, ready to go, and arriving early to answer questions (or even just chat) helps build strong relationships and adds a sense of confidence students have in their their teachers competence. Barry Westling

Hi Betty, Great use of variety. We need to be able to reach all (or as many students as possible), and tweaking the delivery method.to fit the instructional content is a crteative and usuually successful strategy. Barry Westling

Hi Maksuda, Right. And real world exposure can be extremely enlightening and motivational for students. Seeing an aspect of the work world students will soon be entering can get even some of the weaker students to shape up and try harder as the result of a good field trip. Barry Westling

Hi Karen, Since the journal is mostly only for your use you can choose what frequency fits your preferences. It may be once a day at times, then less frequently at other times. For me it's about observations, so my thought is whenever something important is observed, then journalize it. And by important I don't mean earth shattering, just something that might be useful or relative to reflect on at some future date. Barry Westling

Hi Glenn, Great idea, that is, breaking up the lecture (and slide montage) with another activity. One that you probably do and I would recommend is a class discussion of the previous hours materrial. We can check to see if students have received and retained the essential information, and also clarify any misunderstanding right then, before further material is presented. Barry Westling

Hi Adam, Great point! If we are successful we will have achieved conveying the necessary level of knowledge in our students. individualizing instruction helps, but grades are simply a toe in the water or a snapshot in time - lots can change, especially if we comfort and care, encourage and support, give advice and suggestions. Students will appreciate and benefit from our efforts, regardless of the final "grade". Barry Westling

Hi Adam, EC tend to help grades but in my experience, do little to really help students improve their learning. But thats my opinion and policies vary. I try to always ask, what's in the best interest of the student. Barry Westling

Hi Adam, I think we all have different styles, some reach out and catch attention while others may be greater barriers in the mind of the teacher than any student would ever observe (unless the teacher called attention to it). I would recommend we focus on what we do well, try the best we can with perceived limitations. Chances are students will never know the difference. Any way, if we are sincere and honest, that will be attractive to students and lead to minimized or perceived barriers. Barry Westling