Barry Westling

Hi David: Well I think to a degree, we are all composites of these instructional types described in the module. Usually one dominates. That's where your class survey might reveal something you can't see. I believe it's only when individuals recognize needed change from within is there any hope of real change outwardly. It's like we have to have an epiphany, or revelation, or awakening to make our hard heads wake up to the blind side we can't see. Nonetheless, with our education, training, experience, and desire, most of us are able to perform at least satisfactorilty. But take an… >>>

Hi Pittari: Well, "to err is human" as the saying goes. I would say teaching as an employment sense, is just as susceptible to goofing up now and then as any other employment. Perhaps a journal to keep track may help. If so, then it becomes a method of ongoing quality improvement. The more I teach, I find my "mistakes" are more from "life lessons" rather than "class lessons". For instance, perhaps a situation regarding compliance with a rule and the ensuing inteaction with the student. I tend to be tolerent of the person but intolerent of the behavior. E.g.,… >>>

Hi Rhonda: I think simple is always better than something more vigorous. One time, students seemed to be wandering while I was lecturing. In a slightly louder voice, i made the exclamation "Hey, did you know how pay difference there is for workers who practice...(what we were taliking about)?" Instantly, all ears were focused on me because I had information that was of interest to them. Then, I went back to the topic with attention by all. Just an example of how something simple can reengage. But I know sometimes more aggressive tatics are needed, such as a change in… >>>