Barry Westling

Discussion Comment

Role of instructor personality in delivery selection

Hi David: Good example. I think when I teach with passion, I want it to be sincere, not put on. Too much theatrics and that will turn off some students. A class that is delivered with interest, enthusiasm, confidence, and plenty of useful information will be received well by most students and will be enjoyable to be a part of. I do believe when we are actively teaching, we have to be "on", keenly aware of the class level of attention, and ready to reengage students if they get distracted or lose their focus. I'd agree there is a balance,… >>>

Barry Westling

Discussion Comment

Using senses in learning

Hi Glenn: Yes, maybe. Special senses, gosh all kinds of examples such as for Touch: diagnostic percussion, feeling a pulse; Hearing: listening to heart, breath, and bowel sounds, gas leaks, audible crackles or stridor; Taste: salty taste of newborn with CF; Smell: bacterial infections (pesudamonas), broncihectasis, Mucomyst; Sight: chest rising, skin color, monitor readouts. Then there the general senses: Balance: crainial nerves; Reflexes: Babinski, cough, gag, swallow, carinal, tracheal (vagal); Pressure: pitting edema, capillary refill, pain; Temperature: hyper/hypothermia, MIA (cold and clammy). As an educator, many of these are easy to relate to. For students, we probably have to point… >>>

Barry Westling

Discussion Comment

Using pretests as planning tools

Hi Darrell: Interesting and creative! I imagine there are occasional students who tense up when put on the spot. In a critical thinking sense, I like this idea. To assess their learning, it may not be totally accurate, but it does sound like fun. And if that's how you present it, I'm sure your students learn to like it. Regards, Barry

Barry Westling

Discussion Comment

Role of instructor personality in delivery selection

Hi David: Stephen Covey (7 Habits guy) says "seek first to understand, then be undestood". As this applies to instructional delivey, we may have a message, a pint to make. We can state it and move on. Or, we could ask a question and participate in a discussion, and apply the reponses to the ubject matter. Our personality in conveying information should be to facilitate thought, rather than giving it. We can't be too over the top as students will recognize insincerity. and we can't downply our role as facilitator. Being confident about what we know demonstrates competence, and that… >>>

Barry Westling

Discussion Comment

Organized and prepared to teach

Hi David: I believe respect for our students is an admirable trait, right up there with courtesy, acceptance, patience, tolerence for differing viewpoints, and giving time for each student. Students will return most of these same traits if they're demonstrated honestly and with sincerity. I think there should be a "Bill of Student Rights", and these sentiments, along with a few others ought to be included. To me, it's just unacceptable to be less than mature and professional when interacting with students. Regards, Barry

Barry Westling

Discussion Comment

Awarding extra credit

Hi David: I agree. It's just better not to travel a path that's bound to cause more difficulty for the teacher even though the intentions are well meaning. EC is not needed, and in medical training, EC could lead to harmful results. Regards, Barry

Barry Westling

Discussion Comment

Making field trips and guest speakers a part of instruction

Hi Amanda: I agree, students can relate to "one of their own" so to speak. They also tend to bring a fresh sense of enthusiasm and desire to paint a very positive portarit of the career area they're being trained for. New grads may not have all of the technical matter down pat, or extensive experience, but they they do have the ability to convey that it's quite possibe to get through school and begin a successful career. That can be tremendously inspiring and motivate students to try their best! Regards, Barry

Barry Westling

Discussion Comment

Making field trips and guest speakers a part of instruction

Hi Mona: The last part of your post is interesting. I think your relatioship with your students is and will always be that of their instructor (as long as they are students enrolled in school). So, whether you are in the role of teacher, mentor, counselor, or club advisor, that core relaionship has not changed. That's the basis by which you know them and interact with them. Now, I'm not speaking of personality, as we all can and should do our best to remain approachable and assistive to all studnts in their quest for learning. Sometimes, I'll use the expression,… >>>

Barry Westling

Discussion Comment

Reengaging off-task students

Hi Amanda: These are great examples of what works for most teachers. Probably hundreds of examples could be given - the main thing is to keep the attention, even if that means something simple, or more active change up in the lesson, like moving from lcture to discussion, or from PPT and whiteboard to lab. Keeping students active also is helpful in keeping their attention. Facilitating their own learning is better then spoon feeding information. It's a fact, engaged students retain more essential information. Regards, Barry

Barry Westling

Discussion Comment

Organized and prepared to teach

Hi Millicent: Good thoughts. A prepared teacher earns the respect of their students through judicious planning, time, and thought tha goes into each class. Less than prepared teachers will be identified by the students and, although they may not comment, they will be reognized as unprepared. As you infered, preparation leads to smooth and enjoyable classes that demonstrate you care about their learning, and are willing to go out of your way to assist them in achieving their goals. Regards, Barry