Barry Westling

Barry Westling

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Hi Carl: Hey, binder clips, or whatever works. If it get the job done, that the point. It's probably natural to gravitate towards our stronger suits and avoid areas we feel may be weaker areas. The limiting factor if this is true is that the tendency to avoid trying newer techniques, technology, or methods will be limited. Also, the same media choices will tend be used repeatedly. Trying new methods or delivery approaches may be unfamiliar ground, but that makes us better teachers and promotes growth. For instance, what if you never used a binder clip before...look at what you'd… >>>

Hi Stephanie: Good. Well prepared classes require a degree of organization to be effective. Time, effort, thought, and planning have to go into smooth running classes - it happen by itself. Students will appreciate and notice when adequate prepartion has occured. That's where they'll give the teacher their respect. Regards, Barry
Hi Brandi: These activities are almost always very motivational and inspiring because the student gets to see a perspective of the work setting they can't see in the classroom. I think in some cases, it's quite powerful how harder a student will work or perform when they get a vision of themselves working in the profession thet're being traind for. Regards, Barry
Hi Erale: I think frequent breifings on status are better than less frequent. Also, offering support and encouragement through sound advice and suggestions will be welcomed. That'll show the student we care about their learning. Regards, Barry
Hi Earle: Good back up plans are something a teacher can initiate with little preparation, and very low tech. Examples might be discussion, Q&A, reheasing previous lessons, Jeopardy-like contests betrween student groups. We want the material to be relevant and appicable so students don't feel "it's just a time filler". Regards, Barry
Hi Earle: All of those mentioned will work, especially if used in conjunction with other media. The content is fixed. It's how it's delivered that ultimately determines if students have received it fully. Regards, Barry
Hi Earle: Good example. For me, and related to your comment, the assumption that students are following my information perfectly, are instantly digesting it, and are able to repeat and elaborate on it instaneously. That's just not reality. Students take time to rehearse material, think about it, be able to form questions. That's when I know they're paying attention and listening. Regards, Barry
Hi Earle: Right. Something simple can work. Other times, more aggresssive action is needed, like changing from lecture to discussion, or PPT to lab or demonstration. Stories or past work situations are always good to get the attention of the class. Then, once refocused, you can return to topic. Probanly hundreds of possibility, really. Regards, Barry
Hi Earle: Pretesting is good for benchmarking. And your other uses will be usefull too. I like to compare beginnig of class to end of class performance to see how far the students have come, and also, sometimes, used as a guage of my teaching effectiveness. I don't do pretesting all the time. It can be helpful when I'm unsure what level the new students are oiperatin at overall, as a group. Regards, Barry
Hi Erale: That's an interesting comment. Senses can help with keeping students engaged, alert, "sensitive" to what the teacher is trying to convey. And ther are a lot of senses that can betrained to be "stimulated" to facilitate the learning process. In general, if a student can associate pleasure with sensory stimulation, then we can train those same sense to work to improve memory, facilitate retention, and instill a permancy of knowledge. Regards, Barry

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