Barry Westling

Discussion Comment

Hi Linda: PT seems particularly suited to emphasize senory learning. However, I would also say that students in any class can learn to "tune in" to their surroundings and use this hightened awareness to their advantage in class, at home, and whenever study and focused learning is in progress. Regards, Barry

Barry Westling

Discussion Comment

Being a student-centered instructor

Hi Kenya: For me, student centered simply is an approach that gives permission for the teacher to individualize instruction to some degree. The that adjustment relates to the specific ways different students learn. It's like using our curriculum in the best way to assure students learn, rather than following a more rigid scripted process. Regards, Barry

Barry Westling

Discussion Comment

Organized and prepared to teach

Hi David: Leraning involves many aspects, but thier base is being involved, however that can occur. There are so many great examples of engaging and involvement, and the student will retain more in this environment. Regards, Barry

Barry Westling

Discussion Comment

Selecting instructional media

Hi Olga: Awesome! Blending multiple media provides the best learning and improves retention. Also, getting students involved in as many delivery activities will help tremendously. So, we should think of ourselves as facilitators of learning, allowing students to learn as much as possible on their own, along with our expert guidence. Regards, Barry

Barry Westling

Discussion Comment

Using senses in learning

Hi Stacey: You point out an important idea: students are motivated by activity that involves action, or hands on. The more we can add that kind of instruction to their learning, the better. So what about the other classes? Better teachers will use the same principles, because it has been proven students will retain more when it's associated with an activity. Regards, Barry

Barry Westling

Discussion Comment

Using a teaching journal

Hi Linda: True. I reality, we are all (as individuals) subject to change, adaptation, adjustment, and improvement as time moves on - it's a part of the life cycle. I think it's so interesting to look at my thoughts from an earlier time and reflect on how similar or different I've become. It's kind of like looking at older photograpgh's of ourselves (except we had more hair!). But even that's part of the ongoing cycle, eh? Regards, Barry

Barry Westling

Discussion Comment

Using a teaching journal

Hi Linda: Great! I think teachers use a variety of systems of recording their thoughts and notes, and there's no one better way over another that works best. Finding something that works and will be accessible and used regularly will be most helpful to teachers who adopt a practice of reflection, notation, observation, comments, reference, and plans (real or hoped for) for the future. Regards, Barry

Barry Westling

Discussion Comment

Organized and prepared to teach

Hi Elizabeth: Organization, or lack of it, is apparent to the students, even if they don't comment or complain. They'll just be frustrated, dissapointed, and have lowered level of respect for the teacher. Oooh, how awful. Prepared teachers are ready with the daily lesson, plan time before and after class to talk with students or answer questions, provide the lesson in a logical and sequential manner, have the resources and media tested and ready for the lesson. They are calm and relaxed, but serious and focused. Their presentation is smooth and seamless, changing from activity to actvity. Their delievery is… >>>

Barry Westling

Discussion Comment

Using pretests as planning tools

Hi Elizabeth: I have used pretests to compare different instructors rating of students performing the same task, then comparing how similar or different each instructor's rating turned out. My interest and objective was to try to get different instructors rating all students as similar as possible. Regards, Barry

Barry Westling

Discussion Comment

Using senses in learning

Hi Michael: I've done something similar, using only "applause". With one student volunteer outside the classroom, the class decides what they want the volunteer to touch. But the only way to do it is by providing positive reinforcement through applause. The closer the volunteer comes to the object, the louder and more vigorous comes the appluase. It may take a few minutes, but time after time, the volunteer student will be "praised" into walking up and touching an object, without a word being spoken. Amazing! Regards, Barry