Barry Westling

Hi Alissa, Right. We can plan better for where the our time and benefit to the student will be the most productive. Barry Westling

Hi Kathy, Good. One way to avoid problems is by continuously checking for understanding, even frequently during a delivery session. In doing so, we get instant feedback about whether the students are up to speed. And if not, then we can review before we proceed. Barry Westling

Hi Kevin, When students are knowledgeable about their performance, they're being given an opportunity to respond: work harder, study more, do nothing, or slack off. It's up to them from then on. But frequent updates should prevent slacking off. Barry Westling

Hi Jeff, Yes, "did the students get it" is a major evaluation goal. Barry Westling

Hi Olmarys, You're right in both assertions. All I would add is perhaps, assuring a student is job ready. Barry Westling

Hi Jackie: It may also help show the instructor how the student learns best. Regards, Barry

Hi James: In general, the idea of balance is key when discussing personality. Any extreme can be distracting to the student and prevent optimal learning. Regards, Barry

Hi Gwen: Students are typically pretty smart, and will quickly pick up on the preparedness of their instructor. Think of the long-term, negative impact it might have on the student's willingness to learn if the instructor is consistentley disorganized. Regards, Barry

Hi Isaac: I agree a hand's on approach is typically the best way people learn. This can become challenging for an instructor that is teaching a conceptual topic. When the concept is conceptual, it might be helpful to create scenarios and/or worksheets, then have the students work on them during the class session. Regards, Barry

Hi Kim: No matter how prepared we are as instructors, sometimes, you might get through the information faster or slower then you intended which can impact other class sessions. For this realistic possibility, it's a good idea to prepare alternate activities if need be. A great one is dividing the group into discussion scenarios and having the students work together to solve a made up problem. Regards, Barry