Barry Westling

Barry Westling

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Hi Joseph: I think this one of those philosophical questions that can be looked from different perspectives. I always quote Stephen Covey’s “7 habits of Highly Effective People” with his statement “Seek first to understand, then be understood. I think that’s a powerful statement with deep meaning, really having more to do with communication than self awareness. At the same time, Covey begins with “Be Proactive”. To be truly proactive, one must have a keen sense of self awareness, or more simply, knowing ourselves. In the end, there is balance. Improvements, however they’re labeled, and however we achieve them is… >>>

Hi Cornlius: We do hold an awesome challenge to birth the next generation of thinkers, leaders, businessmen and women, entrepreneurs, and workers. We can create that level of excellence, or rely on same old, same old, and really fail our students and altruistically speaking, our society. Regards, Barry
Hi Cornelius: I agree students appreciate and actually want an learning environment that is organized and the teacher prepared to teach comprehensively. They may not like getting assignments, but if that's needed to teach the class appropriately, then the time and effort to prepare has to alloted for by the teacher. It's so nice when the class flows seamlessly from topic to topic, resources ready, teacher merging student questions into the discussion as if it were part of the plan. That calm, relaxed, "together" class will benefit student learning tremendously. Regards, Barry
Hi Margaret: I say that anyone who doesn't flow with the changing times, stays current in their field, and seek ways to improve themselves is not completly fulfilling their mission as a teacher. Students expect the most accurate, up to date, and meaningful learning experiences, and I don't think you can give what you don't have. Regards, Barry
Hi Richard: Good technique. I find even short breaks are effective in sort of shifting away, then bringing the discussion or lesson back to topic. And I agree stories, past situations, information about the work setting the students are being trained for - these are great ways to capture attention, keep the focus, and help stay on track. Also, allowing students to participates validates their value to the discussion and that their opinion counts too. Regards, Barry
Hi Timothy: Good point about letting you know how thorough your teaching is. So, the more frequent we can meet and discuss performance, the fewer highs and lows will occur in the students's performance. Regards, Barry
Hi Linda: Good analogy...would we want to be students in this class if we were students? It's all about learning. Yes, we teach to transfer knowledge, but if students don't learn, then the quest, "have we taught?". Teaching and learning. They're supposed to go together hand in hand, but unless we make it so, it will not happen automatically, even if we have the best laid out and organized curriculum in the world. Regards, Barry
Hi Timothy: Well, you've experienced a lot of classes to make these truthful observations. I think each one could be expanded with similar examples, but for this post, I think participants would do well to reflect on your post, as these are probably very common (or could be) errors teachers can make regarding the content of their courses. Great post! Regards, Barry
Hi Patricia: Most students get excited when they attend a field trip or a good guest speaker visits their class. Students get to ask questions they never thought of asking, and the opportunity to merge a little closer to the real work setting their being trained for helps to motivate and contribute to better student performance in the class afterwards. Regards, Barry

Hi Patricia: I think whenever students sense sincere passion for anything, it gets noticed. Partly because it's somewhat unusual outside o9f certain professions to openly display emotions of any kind, and students are probably more used to less passionate teachers. Nonetheless, that's no excuse for any teacher to display elements of passion, excitement, enthusiasm, and inspiration in some fashion every day in their delivery and approach to teaching. But it has to be real. Honesty and genuine belief in what the teacher is discussing helps develop good rapport and stregthens relationships. But trying to be a version of someone other… >>>

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