Barry Westling

Peggy, Using more senses also adds to long term memory, information that may be useful months or years down the road. Barry Westling

Peggy, Yes, and students are aware when their instructor is and is not prepared for class. Very few can conduct a meaningful class session without due preparation. Barry Westling

Shanika, Right. Also, more lead time gives a better chance and opportunity for correction, if needed. Most students are appreciative of instructors who get their graded assignments returned promptly. It comes across as a demonstration of respect for the students time and effort. Barry Westling

Thomas, Great suggestion. Keeping track of multiple classes in the same career setting can be a challenge. I wholeheartedly agree that a teaching journal fits in very nicely for this use. Barry Westling

Shanika, It would be wonderful if all students were courteous, attentive, and focused for every class session. Unfortunately, that is usually not the case. But as instructors, our job includes trying to reach all students, so efforts to engage (or reengage) is an essential responsibilty, and often critical to the success of the less motivated students. Reengaging is not difficult, but it does take an awareness when the need exists, and a willingness to employ the various techniques that will refocus the class on the lesson. Barry Westling

Maria Estela, Right, and hopefully the grading system is accurately aligned with objectives that measure learning. Some instructors will use quiz and test material that have little to do with learning and understanding. Sometimes a project will earn points but not contribute to learning. The worst case is extra credit, which typically gives points but student learning has changed little, in most cases. Barry Westling

Gina, The factor I always keep in mind is "how can I accurately and fairly measure learning?". I don't want to just ask questions on a quiz or test because it's required. A common problem is asking students questions on tests based on what was "taught". But we haven't taught if the students have't learned. Frequent checking for understanding, and assessment of learning will give me a better idea of how effective my instruction has been. Barry Westling

Gina, Engaging students can be facilitated with simple techniques to more aggressive methods. Sanding near students while lecturing, circulating around the room, and randomly asking students questions are more simple and often are enough to keep students focused. At times, students lose interest (bored, unprepared, don't understand, are I'll or tired, worried, or apathetic), and these times require effort by the instructor, such as changing to a different activity, taking a break to reset the focus, or changing the method of delivery. Variety in delivery is a great way to keep focus and interest longer. Barry Westling

Gina, Sounds great! Of course, we all want success for our students, and preparing them with the knowledge, skills and professional behaviors should be our focus on a daily basis. I think possessing good problem solving ability and communication skills are also essential for success in the work setting, albeit more difficult to achieve with every student. Barry Westling

Shanika, Of course the trick is to plan ways to integrate sensory involvement in our lessons. One method is to think about real world applications that will likely occur when employed in the work setting, then think about how that could be simulated or recreated in the classroom. For instance, good communication at work is critical, so planning activities where students are required to speak, express thoughts, answer questions, explain, etc, are simple methods to facilitate the auditory sense. Barry Westling