Barry Westling

Hi Coleen: That's a great example! Generally students lose interest if they feel there is little they can relate to, i.e., "what's in it for me"! Bringing the lesson home in a personalized way can make a difference. Just as important are barriers, such as language, like you've stated. Addressing these can bring unfocused students back to attention and engaged. Regards, Barry

Hi Makila: For me, student-centered challenges me to focus on individual student needs, rather than simply relying on the standard, prepared daily curriculum. When we can customize lessons to indiviual students, they're bound to retain more of the required material for the day. Regards, Barry

Hi Cristian: Good example of senses. The trick is to use these senses in the learning process, which you've given a couple of examples. Actually, I think probably all classes could incorporate more senses in their classes, nearly ad much as culinary. Regards, Barry

Hi Coleen: You've presented a good principle about "how would I want to be treated?". If we always had this attitude, students would be happy campers more often because they would feel the teacher cares about them and their learning. Regards, Barry

Hi Lorraine: I, too, love to schedule field trips. Sometimes they take a bit of effort to coordinate but I believe they really motivate most students and, like you've stated, give a perspective about work that can't be duplicated in the classroom. Regards, Barry

Hi Janell: Nice application of reengagement. Not all classes can allow an activity to have a station to rotate through. This works with lab, demonstration, or activity sections of a class but getting the students to the level where they can begin to apply the material reguires more traditiona, structured classes. Reengagement can be as simple as asking students questions in a random fashion, requesting clarification, or even just standing next to a student who seems unfocused. If students are interested, they'll stay focused. Stories or sharing case studies are a good way to do this. Regards, Barry

Hi Janell: Yes, and I always ask "do my tests measure student learning?". My point is could the student have learned the material but the way I'm assessing it not accurately measuring it? Being sensitive to individual student needs, and using multiple forms of assessing learning help avoid this problem. Regards, Barry

Hi Janell: Technology is great - this is a very cool idea. I think that when grades are given we also have the opportunity to show our appreciation to students for good work, or offer encouragement, advice and suggestions for improvemts. Regards, Barry

Hi Miriam: Right! When we've organized our class and prepared tyhebresources, materials needed, made the copies, and everything is nicely laid when students begin to arrive shows that your effert and time has gone into getting ready for this class, and that this teacher is serious about this class". Regards, Barry

Hi Miriam: You've touched on many of the benefits of using a journal. I should say here is no one right way to approach journal use. It can be a record, a diary, a reference, or as you state, as resources to refer back to for what works and what needs work. Regards, Barry