Barry Westling

Hi Vilma: Very good point - students will respond more intently if they feel the instructor cares about their outcomes. Curiously, the opposite is true as well. If students's do not feel this from the instructor, they may be more apt to tune out during the discussion session. Regards, Barry

Hi William: When we take time to share information, we are demonstrating that we care about the students successfulness. So, discussion frqently and early on (so there's time for correction) is usually greatly helpful. Regards, Barry

Hi William: Actually there mulip[le uses for pretesting, and they are not even limited to students. Pretesting is sort of like a survey. The difference is a survey solicits opinions, A pretest solicits information. Thinking of it that way, creative teachers can conjure up a whole lot of uses. Regards, Barry

Hi William: As educators, we are the facilitators of learning. So I would modify that a bit to say the goal is to be facilitators of changed behavior. And that behavior is specialized as it needs to be focused on job readiness. Regards, Barry

Hi William: There's truth there. But I also think there has to be a level of competency to back up that perception or soon, students will adopt a different perception (one that is less flattering). Regards, Barry

Hi Jeanie: Journals are potential tools for teachers. I say potential because they are only what the teacher uses them for. If there is perceived value, a teacher can model their notes in any way they choose. They have to see the value in it, otherwise it's just and empty exercise for them. Regards, Barry

Hi Tara: The thing about EC is it's all about points and grades, and less to do with learning. Has that 89% student improved their learning by giving EC to bring up their grade? Opinions vary, I understand. I have chosen to stay away from EC, and my instructional life is a lot less complicated for it. But each teacher and school has to decide what works for them. Regards, Barry

Hi Niurka: If we are preparing students for a career, of course we want them to be able to secure employment, then keep the job afterwards as they begin to build their career. So, there is the technical or theory portion of instruction, but also the soft skills that help keep people in jobs - things like good attendance, communication skills, professionaliams, dress, etc. If we can impart these attributes along with the technical training, we will have helped them for a lifetime of successful job experiences. Regards, Barry

Hi Niurka: Very true - an organized lesson reflects segments of sequential points about a topic. Delivering those segments using a variety of resources that help keep students engaged and the class interesting does make for better classes. Students feel better wjen they sense the teacher is competent and confident in the material they're facilitating. Regards, Barry

Hazelyn: Dedication can be demonstrated in so many ways, but none is more evident than a prepared teacher, awaiting the arrival of students, with all materials laid out, copies made, notes on the board. It states "I'm ready". Students will see that time, effort and thought have gone into this day's lesson. Regards, Barry