Barry Westling

Hi Terri: Two things always seem to liven things up: the notice of a guest speaker or the announcement of a planned field trip. Probably because it's something different, or the activity sparks interest in the students, these activities are almost always memorable, and be motivational and even inspiraing to some students who've become lulled into the doldrums. We should plan these more often. It has such a powerful and significant impact on students. Regards, Barry

Hi Scott: I think textbooks serve both as a resource for the course and a reference for further study, perhaps at a later time when the student understands the topic or subject better. There is no rule (usually) that say's every word in every chapter has to be used. You're right, we have to prioitize and use the textbook as a tool, and a that tool doesn't have to dominate the project (class lessons). Regards, Barry

Hi Scott: Yes, we can show it by being passionate, enthusiastic, and demonstrating an interest in the course topic. REgardless of our individual delivery styles, we all can project these sentiments to help improve the students motivation and keep their attention. Regards, Barry

Hi Scott: Yes, these needs will contribute to an organized class. Of course, we'd not be very organized if we didn't take the time and effort to acquire the resources, prepare the lessons, organize the material, get the lecture ready, make the appropriate media choices, and be in class early every day to set up the classrfoom and be available for students to ask questions, or jus visit and buid a connection. Regards, Barry

Hi Karyn: Great! Each teacher has their own personality, but similarly, we can all demonstrate passion, excitement, enthusiasm, motivation, encoragement, professional pride, and support. These traits are among those that keep student interest, and tend to have students pay attention more often. Regards, Barry

Bruno: Skills and knowledge - sure, that's what we hope will occur. But achieving that is the goal. We have to be able to transfer our expert knowkedge to the student, and then teach how this knowledge can be applied to the work setting. It's like the "A" student who is all thumbs. We really haven't succeded if a student can't perform the duties (or get a job as the result). Regards, Barry

Bruno: Right. We can demonstrate what being organized and prepared looks like a little bit each day. By the end of the course, they'll have a good role model to refer back to. Regards, Barry

Hi Eric: Yes, anxiety about performance can really wear on students. Anxiety stem from fear, fear of failing, of lower performance, fear of failure. So we can combat that anxiety by reassuring students when we discuss grades, offer suggestions and assistance, and not just inform them about their grades but bshow them how they can improve them. Does take time, but students will apopreciate it. Regards, Barry

Hi Scott: Course diffuculty really does make a difference in the type of assessments a teacher gives. We need students that are critical thinkers, and the only way I know how to teach and perfect that skill is through practice, trial and error, and positive reinforcement when students err. Being patient, and instilling confidence seems to encourage students to be willing to "step out" of their comfort zone and take risks with assessments. Regards, Barry

Hi Kate: Great. I believe 1-on-1 is really the best connection time we can have with our students. Besides grade and performance discussion, sharing advice and suggestions, offering encouragement and support, and helping the student know how they can improve are all part of that special time we have with our students. Even listening to non-class related events is useful as I believe it conveys we care and want to assist with the students success in the class. Regards, Barry