Barry Westling

Hi Christopher: I think these pretests help the teacher more that the students. As you say, we can learn what performance or skill level our students are at. But we can also lern to make adjustments or decide to emphasize certain topics more (than in previous classes) based on the results of the testing. This can be a tremendoudous help to a busy teacher on a tight schedule. Regards, Barry

Hi Christopher: I agree - that "training your sense" is key. And it's effective and doable by just about anyone, so it;s applicable to all our students. It just take time and a little bit of instruction to teach students to learn how to "tune-in" to their sense to appreciate the feedback their body is providing. Regards, Barry

Hi Chistopher: Balance is always a good practice to follow. I believe in any setting, when we are sncere in our delivery, honest in our passion and del;ivery energy, and genuine versions of oursevles (vs disingenuous versions of someone else), students will relate to our sincerity. Respect, attention, and appreciation will more likely result in this kind of setting. Regards, Barry

Hi Christopher: Of course, time and experience can assist teachers guage timing of their lessns, and estimate how much time is needed for new material. That said, I thnk using a planner, or any other method tat keeps the teacher aware and on track isw worthwhile. Students usually call detect when that last 30 minutes of a class ae "rushed" and the teacher is just trying to get through the material, rathe than authenic, sincere teaching. The consequence could be students tuning out just as much as the teacher speedg up! Regards, Barry

Hi Christopher: Good for you. Journals are done for different reasons, and their reults are beneficial indiiferent ways for each individual. I think thisnis one of th more underused tools a teacher has at their disposal and encourage more teachers to experiences it's benefits. Regards, Barry

Hi Gloria: I think there is a diffrence between extra credit (extra points given selectivity in lieu of regular assignments), and extra activity (course work assigned by the teacher and applicable for all students, and of course, graded in the same fashion). That's just creative, student centered instruction. But points given to supplement slackers, who have not performed well and want to do extra work just to earn points is not learning, it's just a graing exercise that I try to avoid. Regards, Barry

Hi Tyler: I try to think about school as close to work as possible. So, I tend not to award extra credit at all. There may be reasons why students have not earned all the points, or learned the material, but I believe students are accountable for their learning. EC points don't do anything towards learning, only contribute to the grade. I will allow students to do extra activities, but they don't get extra credit for it. They get recognition, and benefit by the activity itself. I'm all in favor of that kind of extra class work. Regards, Barry

Hi Tyler: Systematically preparing appropriate student learning outcomes (SLO's), then pertinent course objectives, the content is more likely to be focused on sequential learning, basic to foundational to advanceed in a way that uses appropriate resources and in a timeframe that's appropriate for the course or program. Media selections are an important part of this process. And how we develop lessons to deliver the material in an interesting and enjoyable way is also a key element. All of this takes careful thought, time, effort, and planning for maximum effectiveness. Regards, Barry

Hi Tyler: I think we all have our versions of effective instructional delivery. When we're honest, genuine and sincere, we portray a realistic confident version of ourselves. Delivery with passion, energy, and excitement can keep students interests and motivate them to learn all they can. Too much theatrics can be seen as artificial and unbelievable by students. But just by being caring versions of ourselves can be very effective. Regards, Barry

Hi Tyler: Yes - good field trips can help reinforce the the importance of some of the course content, which adds creibility to the instructor. They can also motivate students in a way that's may make them work harder as they begin to visualize themselves in the work setting. Regards, Barry