Barry Westling

Hi Isaac: I have nothing against extra credit assignments - it's the awarding of credit that poses a problem. Perhaps a bonus question on an exam might be OK because it's significance to the overall grade is miniscule. But in situations where EC makes up a gap in failure to complete required assignments, that's not fair to the individual student or his/her classmates. Regards, Barry

Hi Kelly: You're right that student's are keen to pick up on subtle cues that suggest disorganization may be a glimpse of what's ahead - and that's certainly not the impression any teacher wants to give. The most prepared teacher, with excellent curriculum and resources, will be less effective if, in the student's mind, there is disorganization. Students really want (and expect) order and direction. Regards, Barry

Hi Quebec: Balanced component grading, although sometimes difficult to achieve, provides the most realistic evaluation of a students progress. This system is also most beneficial when students are given all the grading requirements at the start of a class, and the teacher is diligent to follow the rules uniformly for all students. Using a grading rubric can also help assure objectivity. Regards, Barry

Hi Isaac: I like you approach to not just instructor personality but also the diversity present among your students. Like a salad with many varied ingredients, the taste is so much richer and fulfilling! Regards, Barry

Hi Quebec: Evaluation and assessment are as important as instruction and application. Continuous improvemt for both student and teacher are greatly enhanced when there is an active assessment process in place in the classroom. Students appreciate evaluations (even if they don't always care for the message) because they want to know where they stand in a given course. Regards, Barry

Hi Isaac: Sure, when students see that effort, planning, and desire for good classroom experiences are created by their instructor, that adds to their respect for the material and instructor, and may model to some degree the amount of preparation is expected of the students by their instructor. Regards, Barry

Hi Quebec: Sometimes I'll ask myself how students got disengaged in the first place? Planning for continuous active engagement most often will avoid students drifting off. But it happens. Change-ups, questioning, real work-related stories that lead back to the topic are a few methods I've used when I need to get all students refocused and on target. Regards, Barry

Hi Quebec: Student learning objectives (SLO's) define what is to learned and how to achieve that learning. By not straying far from the SLO's, an instructor can plan the most helpful and practical methods to meet the topic outcomes. Regards, Barry

Hi Quebec: I agree that knowledge alone is not enough. It must have an application to be effective. This is most especially true in vocational training or in classes that are directly work related. Regards, Barry

Hi Cheryl: Great idea - reinforcing previously learned material is extremely valuable, and conducting a pretest can identify what gems of learnining are pertinent. Regards, Barry