Barry Westling

Discussion Comment

Making field trips and guest speakers a part of instruction

Hi Salle: Well said. I agree that many students enter professional career colleges with little realistic information about what the job entails fully. I think many are "sold" into enrolling based on information provided by the admissions or enrollment department. That said, we can help students learn about the realities or special aspects the career or profession offers through gusest speakers and/or field trips. These are dynamic opportunities that are usually interesting and memorable. Regards, Barry

Barry Westling

Discussion Comment

Making field trips and guest speakers a part of instruction

Hi Blanche: As teachers I think we have to look at all resources available to us. As for guest speakers, the recent grad is a great resource to tap in to because of their excitement, enthusiasm, fresh knowledge, and current job or career information. Vendors are another source for guest speakers. They either can talk about products, or they are in touch with people who are active in your profession and are often willing to put you in contact with them. For vendors, after hours is not such a barrier as it might be for day classes. Regards, Barry

Barry Westling

Discussion Comment

Goal of educating students

Hi Mark: True sentiments. We all have biases and experiences that we unintentionally bring into the classroom environment. Being sensitive to alternative methods, experimenting with new or different strategies, and incorportaing ideas of others (including students) will positively contribute to a more meaningful learning experience. Regards, Barry

Barry Westling

Discussion Comment

Selecting sufficient course content

Hi Detra: I think discussion activities in any class is more meaningful than many other busy type activities. Assessing and determining what the student's learnming ability may a bit more difficult to define. Matching course content to abilty is definitely an asset though. Sometimes, it's not until the middle to near end of the course that this information is reevealed. Regards, Barry

Barry Westling

Discussion Comment

Being a student-centered instructor

Hi Choppy: Good student cenetered teacher certainly do one thing you're doing - that's being there for them, supervising, advising, suggesting, correcting. Having students get hands on with an experienced teacher beside them is a great example of student centerd learning because the student is the focus - the teacher is just facilitating. Regards, Barry

Barry Westling

Discussion Comment

Developing instructional backup plans

Hi Mariann: Clinical training is kind of a unique training environment. You never know which of the multiple experiences or exposure to a multitude of clinical situations a student might find challenging. Always, providing a caring, and sense of security for the students is helpful and appreciated. Some back up plans may be just that..."let's back up and review that procedure" or "let's take a closer look at how this supposed to work". These reassurances can translate into meaningful experiences if the back-up plan includes a little extra time to get something clarified. Rewgards, Barry

Barry Westling

Discussion Comment

Informing students of status in course

Hi John: I believe, like you, that we should do as much information sharing as possible, because if we were students, that's what we would want. To me, "frequent" is discussing status with students often enough so they feel good about making progress, know how to make progress, know where they stand at the current moment, and know what it'll take to earn a certain grade. Depending on the class, this could be a couple of times a week to once a month - just depends. We can also use that time to advise, encourage, offer support, and listen. Sometimes… >>>

Barry Westling

Discussion Comment

Selecting evaluation methods

Hi John: Yes, the hoped for Ah-Ha moment. Teachers can determine how their class and individual performance is going along by a variety of methods, not one size fits all. I think it depends on what we want to know (just like tests for students; they vary based on what we want assess). By triangulation, we can look at student comments, peer review, and class observation by a supervisor. Together, these, along with self evaluation should provide enough clarity to determine what strategies and activities are working, and where improvement could be made. Over time, with appropriate response to feedback,… >>>

Barry Westling

Discussion Comment

Awarding extra credit

Hi John: Your institution is not unlike many, who feel that points and grades should based on merit, performance and assessment of knowledge. I feel givin EC is okay if it's it's hust a small potion of their overall grade, and the EC does not substitute points for missed assignment points. I don't thinl it's fair for students to have the attitude, "I'll forego that assignment, and make up the points with some extra credit". So unless there a set policy (institutional or instructor), the "rules" have to be clearly stated to minimize misunderstandings. Regards, Barry

Barry Westling

Discussion Comment

Understanding yourself as an instructor

Hi Mariann: Great. It is only when a teacher is sincer and honest with themselves, and then is willing to do what is necessary to change will change occur. This seems to be a true principle with many habits, behaviors, or attitudes in life, eh? Regards, Barry