Barry Westling

Hi Diana: Guests and ield trips inspire students. With an inner motivation, few activities can compare to the desire a student can gain from these important activities. Regards, Barry

Hi Donna: Great, these are all necessary and important. I look at the course objectives (CO's) and student learning outcomes (SLO's); then I consider the media I have access to. From there my lessons are developed. Therefore my grading is based on objective course material expected of all students, is fair, frequently assessed (so correction in thinking or application can occur), and of course, based as much as possible on job readiness. Some courses are less applicable to the work setting, but still the CO's and SLO's should form the foundation of assessments. Regards, Barry

Hi Sara: Lofty goals, but accurate in many cases. Getting students job ready is more than book knowledge. It requires creating a learning environment that prepares a student with skills, knowledge, interpersonal behavior, and professionalism that are key to getting and keeping a job. I think if a teacher can relate to each of their students individually, in a way like a parent does to their different kids, we'll help them fine tune their natural attributes into behavior that is aligned with success on the job. Regards, Barry

Hi Sara: The closer to what the student will actually do when they complete their training seems to provide the most realistic kind of field trip. Visualizing themselves doing that work can help focus their studies in class. Regards, Barry

Hi Fonda: True, we can help students improve. I thing we evaluate to measure to what degree did the student learn the material, or the course objective, or student learning outcomes - in short how prepared will they be in the work setting. Regards, Barry

Hi Kelly: Another aspect is these pretests don't have to be long or comprehensive. For instance, certain topics are always going to be covered in a class. But perhaps there's a question about one aspect of a course or topic. A brief pre-test to determine at what level the students are at can save time if it turns out emphasis is not needed as planned, or more empohasis is needed. Regards, Barry

Hi Kelly: For me, providing a way to get from point A to point B, which job ready is part of that goal. It includes soft skills of professionalism and behavior, technical knowledge and professional skills. Determining the best way to achieve that is the challenge for the teacher. Regards, Barry

Hi Kelly: I believe the more frequent and regular information about grades students get contributes to their on-course correction. It takes time to make corrections or admunts to mistakes made. If conveyed too late in the session, there may not be enouh time to make significant changes in the grade. I also think we can always be supportive, offer encouragement, and genuine care for the success of the student. Giving advice and suggestions for improvement will be received better when the student feels the teacher care. Regards, Barry

Hi Julie: These are good examples and probably do occur for many teachers at times. I think good teachers make mistakes all the time. What makes them good is that they are willing to try new techniques and expand their abilities to convey ideas. But they are also able to recognize the errors or faulty activity when an new activity fall flat and learn from that experience - avoiding repetition of that event. That makes future classes better. Regards, Barry

Sara: You're right, it's really a teacher planning activity and to a degree, class improvemnent tool. Since most classes vary to some degree, learning at waht level students are performing can help make quality improvements. Regards, Barry