Barry Westling

Discussion Comment

Mistakes made when selecting course content

Hi Dixie: My first response is we have to work with who we have and the resources available. In the past, I've had better prepared stuednts lead lesser prepared ones in activity-based lessons. For reading or writing assignment, I usually have the students work independently as I need to assess their individual performance. But in discussions, everyone's kind of on a level play field - especially if an opinion based discussion. One effective method of working with different learning levels is to mix brighter with lesser students, give one component of a topic, then each in the group can participate… >>>

Barry Westling

Discussion Comment

Reengaging off-task students

Hi Dixie: Right. Students like stories. Not stories that waste their time or not related to the subject matter, but stories that will be remembered and have meaning to the content of the class. It's amazing how students will remember these things, but a well written, planned out curriculum will miss the boat. We have to consider all factors as teachers, including human behavior and human nature. If not, will be fighting an uphill battle. Regards, Barry

Barry Westling

Discussion Comment

Setting up a grading system

Hi Anis: There's yet been a perfect grading system. Using a grading rubric should help keep most grading within a fairly accurate range. Besides grades, as a teacher, I always ask myself "has the student learned what they should have? This kind of goes beyond grades, but really, this should be what teaching is about: Learning and Knowledge. Grades and points are really secondary methods we use to measure performance. An "A" student who doesn't know their course material makes me question if they really learned as expected. Regards, Barry

Barry Westling

Discussion Comment

Making field trips and guest speakers a part of instruction

Hi Vinita: I think sometimes, some students really don't have a real grasp on the many dimensions there are for the vocation they've chosen. For these students, field trips and guest speakers are invaluable activities that can inform, motivate, even inspire students do perform better in class because of their improved understing of graduate expectations. Regards, Barry

Barry Westling

Discussion Comment

Developing instructional backup plans

Hi Gregg: Planning for the unexpected is important and soon realized by any good teacher who feels they want to be prepared for whatever may come along. Planning sometimes takes thought and reflection. It's like "what would I do if I didn't have...?" That answer would identify one backup strategy to be considered. Doing something like this for every lesson would soon produce enough back-up material for most situations. Regards, Barry

Barry Westling

Discussion Comment

Informing students of status in course

Hi Connie: The sooner assessments are graded, recorded and returned the better. I review my quizzes and tests immediately after they're given. At least students will have a general idea how they did. Also, this might provide an opportunity to see if there were any errors in my test. Then, once graded, getting that information back to the students quickly allows time to make corrections, and adjust or revise notes. Offering to offer more Q&A after class will show you care about the student learning and their success in the class. Regards, Barry

Barry Westling

Discussion Comment

Selecting sufficient course content

Hi Gregg: Your situation described is unfortunate. If the course is correctly outlined the approriate level of content should flow with that, and all roads will lead towards that end. Regards, Barry

Barry Westling

Discussion Comment

Mistakes made when selecting course content

Hi Gregg: An underlying key you've alluded to is being sensitive to the tone, flow, or demeanor of the class at any given time. Keeping things relevant to the chosen occupation is always a good way to bring things back to focus. Our course content should reflect the course objectives, student learning objectives, which should all relate to the bgger picture of a vocational emphasis. Regards, Barry

Barry Westling

Discussion Comment

Reengaging off-task students

Hi Gregg: These are good methods. Sometimes, just changing the tone of voice, posture, or having a student suddenly be asked to speak can change the tone. Even physical exercise, such as "OK, everybody stand up and reach as high as you can!". Just something to break the doldrums of sitting stationary for a period of time. Regards, Barry

Barry Westling

Discussion Comment

Reengaging off-task students

Hi Connie: Classes right after lunch can pose a challenge for teachers. If possible, I try to schedule lab activities in the afternoon to keep students moving around more. But when that's not possible, mixing up the lesson with a variety of media choices helps keep attention because these "change-ups" help keep students focused, interested, and makes for a more enjoyable class experience. Regards, Barry