Gary Meers, Ed.D.

About me

I am an Education Advisor/Consultant for MaxKnowledge. I write courses that assist in the professional development of career college instructors. These courses range in content from the introductory level to advanced instructional development. I started my teaching career as an instructional technology teacher on the high school level, completed graduate school and then moved into higher education. I spent many years in the area of teacher training at the University of Nebraska. While at the University of Nebraska I stared working with career college instructors to improve their instructional delivery skills. As a result of these experiences I have been a consultant to career colleges throughout the United States and a number of foreign countries.

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Gary Meers, Ed.D.

Discussion Comment

Making Your Expectations Clear

Hi James, What are some methods that have been successful for you as you introduce the text and give work examples? Thanks for your input on this. Gary

Gary Meers, Ed.D.

Discussion Comment

Effective Retention Strategies

Hi Timothy, This is something that we don't do often enough. We need to talk, exchange ideas and plan with our fellow instructors more often than we do. These efforts really pay off in both better teaching as well as a more involved faculty. Gary

Gary Meers, Ed.D.

Discussion Comment

Your Instructional Style

Hi Marlena, Your personality is going to be an great asset for you as you work with your students. The human factor is a key ingredient in teaching as you know so use it to show your students both respect and support. This will help them to see the value of what they are learning and how they can use their own personalities when they are in the work place. Gary

Gary Meers, Ed.D.

Discussion Comment

Motivation Through Relevancy and Application

Hi Jonathan, I can see that you are having a lot of success with your students by using the learning approach of making it personal for the students. That is what makes episodic memory/learning so powerful. The learner needs to personalize the new content and once that happens then the information is stored in working memory for use later on. Gary

Gary Meers, Ed.D.

Discussion Comment

Student Feedback

Hi Jonathan, Good comments about the need for quick and accurate feedback to students. You have outlined the benefits of getting results back to the students. I know it makes teaching so much easier if my students know where they are at in the course and what they need to work on to improve. Gary

Gary Meers, Ed.D.

Discussion Comment

Valuing Student Opinions

Hi Kim, This is a way approach to involving students while making sure you are keeping on target with the content. Their questions and discussion keep them engaged and focused which is necessary for continual learning to occur. Great job with this. Gary

Gary Meers, Ed.D.

Discussion Comment

Effective Motivation Techniques

Hi Williams, This is a good point that needs to be in the front of our minds as we plan our classes. Education is a learning process and as learners success will not be there every time but growth will be if it is seen as such. This is why the poem is so appropriate. Gary

Gary Meers, Ed.D.

Discussion Comment

The Human Factor in Retention

Hi William, Good point in relation to the role that students play in the school. They are customers that have the right to receive a quality education. As instructors we need to work at making sure this happens while the students put forth the effort to acquire the knowledge and skills. Gary

Gary Meers, Ed.D.

Discussion Comment

Defining Instructional Professionalism

Hi Betty, Well said. If you aren't prepared and don't know your subject teaching is going to be a real challenge. It would be very difficult to face a class of students unprepared and unsure what you are going to teach. Gary

Gary Meers, Ed.D.

Discussion Comment

Motivating Learners

Hi Mahnaz, This is a key point in terms helping students be successful. You are right about needing to know them so you can target your support. Gary

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