Barry Westling

Discussion Comment

Hi Patricia: Interesting! I've done this exercise before and it is effective in breaking up tired "listening" lectures. It gets the students up and moving around, and probably help-0s get that old blood circulating, and it's just so unexpected that students do laugh and have fun with it. I've used that more when I need to mreingage students, not so much a back up plan. A good back-up plan should potentially be able to last the whole period - I don't think this activity would pass that test! Regards, Barry

Barry Westling

Discussion Comment

Being a student-centered instructor

Hi Aylee: For me, what student center means is a change in focus from my plans, my way, to what is the best way for these students to learn. Sometimes, this means changing the curriculum, activities, or methods previously used. It really provides the teacher an opportunity to be creative with their classes too. The teacher knowes the content. So, being student centered is thinking about how to transfer what the teacher has to the students. And there are really many ways to do that. In all, it's great when the teacher can make the class interesting and active because… >>>

Barry Westling

Discussion Comment

Using a teaching journal

Hi Christine: Great. I think journalizing is a good thing, though not required, but I think better teachers tend to use them more so than newer teachers. The thing is they can be in any format and contain just about anything the instructor feels is worth recording. You've listed some. Even the format varies, from notebook, electronic files, blank lined notebooks. The recorded information can be pragmatic, reflective, opinions, comments, ideas, feelings, notes from lessons, really, it's whatever the teacher feels they might benefit reading about sometime in the future. Regards, Barry

Barry Westling

Discussion Comment

Selecting sufficient course content

Hi Timothy: A good course outline that lists both the student learning outcomes (SLO's) and course objectives (CO's) could help out a lot. SLO's state the "WHAT" a student will learn whereas the CO's define the "HOW" the teacher will go about teaching the class. SWo, based on the course SLO's and CO's, the teacher can examine how they can best break down their daily lessons and select the media, teaching aides, activities, and assessments that will assure the CO's and SLO's are met. I've sort of simlified things here a bit, but in my opinion, it really comes down… >>>

Barry Westling

Discussion Comment

Informing students of status in course

Hi Lynn: You're quite right and I think the key is frequent status updates. And coupled with these we can also give pointers on how to improve, not just status. I also think this is a perfect time to offer encouragement, support, advice, and, sometimes, just listening to the student. These actions show the student you care about them and their academic success. Regards, Barry

Barry Westling

Discussion Comment

Making field trips and guest speakers a part of instruction

Hi Richard: I imagine it's great having clinical most of the time. By contrast, when students are in the classroom, there's a limit on how much reality can be brought into the discussion. I think that's why using guest speakers, but particularly scheduling field trips can be meaningful for students. Many students are vague about their future until they see real workers in the work setting doing interesting work. That can be a great inspirational and motivational factor. Regards, Barry

Barry Westling

Discussion Comment

Awarding extra credit

Hi Virginia: John Lennon said "Life is the thing that gets in the way of your plans". I think under certain circumstances, some leeway should be given to students for ligitmate reasons. For me, that'd be limited to a family death, hospitalization or severe illness, or maybe a significant childcare issue. But leeway should be along the order of grace to turn in assignments late without (too much) penalty. Giving additional assignments to substitute for regular assignments is not fair to classmates. And it may lead to measuring their class performance inaccurately. So, as a policy, in my opinion, no… >>>

Barry Westling

Discussion Comment

Goal of educating students

Hi Virginia: Most participants in this module teach in vocational courses. In these settings, we have experts from their field or professions teaching their knowledge based on past work experience, education, training, and are generally considered subject matter experts (SME). We are capable to convey and discuss all aspects of our profession. Therefore, the goal is to be able to transfer that knowledge to students. Good teachers find creative ways to to this that is fun and interesting, able to keep the students attention and focus on the topics required. This makes for more enjoyable classes. This knowledge also has… >>>

Barry Westling

Discussion Comment

Organized and prepared to teach

Hi Virginia: You're right, preparation is very important. For instructors, that means time and effort preceding the class has to be allocated to make this happens. It's rare that a good teacher can just stroll into a class and "wing it". When a well prepared teacher is present, as students arrive, the teacher is available to answer questions, initiate dialog, create and strengthen relationships by visiting. Student's won't have to feel like they're bother or interrupting the hurried teacher scambling to get stuff together for the class. Regards, Barry

Barry Westling

Discussion Comment

Understanding yourself as an instructor

Hi Lynn: Good reflection and post, Lynn. I think that if we are always honest and genuine with students, they'll sense that honesty, regardless of the topic, and probably, gain more respect for the teacher as a result. Sincerity helps create a learning environment that bulids trust and students appreciative of the teachers efforts. We should be a mirror immage of ourselves (not someone else). Faking it is a poor teaching strategy. Regards, Barry