Barry Westling

Hi Raymond: Yes! And reality varies by individuals. Some may like "been there-done that". Others are really wowed by the experience. And that experience can potentially change a life! Regards, Barry

Hi Raymond: Yes, tools, but also understanding behind those tools. This answers the "why do I have to learn that if I'm never going to use it on the job". Regards, Barry

Hi Mitchell: That personal touch is sooooo valuable! Even a passing comment form an expert in the field can turn around someone's academic or career successfulness. Regards, Barry

Hi Cheryl: Perfect example I think demonstrates the value of pretesting. Can't go from "A" to "C" - need that "B" part. Pretesting can help assure all are on board to recieve. Regards, Barry

Hi Rene: Reaching out to students as individuals is one of the few ways that memorable and meaningful information sharing can occur. The vessel has to be able to receive what we have to give. Being receptive opens the door to take our teaching material. Regards, Barry

Hi Jim: Seeking out help is one of the most responsible acts a student can perform. Of course, our job is then to provide that assistance. While giving advice, we can also encourage. When providing suggestions for improvement, we convey we care about the students success. It's really a great opportunity. I always enjoy it when students seek me out for assistance. Regards, Barry

Hi Albert: I agree, and always hope that is the outcome. It may also reveal where additional instruction is needed or where the curriculum is weak and some tweaking. Regards, Barry

Hi Carolyn: I'm with you. Humor can break down walls or barriers students bring into the classroom. We don't have to be comedians, but adding humor is like addig a spice to meal - it brings out the flor and make the event more interesting. Regards, Barry

Hi Carolyn: Great. I don't pretest all that frequently. It can be helpful when needed, then that's when I'll prepare something. Regards, Barry

Hi Carolyn: You're right. More basicically, we need to evaluate to determine to what degree the student has learned or mastered the material. How we go about that will vary, and there can barriers. Also, I think as we mostly teach adults, nobody likes to be told what to do or that they are wrong. I don't mean that we speak that blunt but I do believe this is a true factor when evaluating adults. Regards, Barry