Barry Westling

Tim, Repetition with study and review with discussion usually assures students at least are receiving the needed information in class. By adding senses in the learning process, long term memory retention is more likely. Barry Westling

Kristen, I think most students --adult and young adults alike want and deserve to know their progress. If we have end-of-course objectives to meet, then sharing progress towards those objective are essential. Also, by discussing status early on, intervention and time for correction is improved. Barry Westling

Kristen, Longer classes especially can benefit from breaking up the class into smaller pieces, or "chunks" of time and activities. They even call this chunking, and by adding frequent variety, students stay interested and class is a bit more enjoyable as a result. Barry Westling

Kristen, It's true, Sometimes instructors need to ponder why and where their students are coming from, or try harder to see the students perspective. But the more we know, the better we're able to help by offering assistance that's beneficial. Barry Westling

Travis, Yes, and I've found students appreciate the time and effort given to discussing individual grades and class performance status. Barry Westling

George, Easier said than done, many times. Students get disengaged for many reasons, such as illness, bored, unprepared, don't understand, distracted, preoccupied, overwhelmed, worried (finances, work, family/spouse, childcare), or busy, to name just a few. One key is to try to identify why there is disengagement, diffuse that, and bring them back to task. Asking questions of specific students, involve them in discussion, have them write on the white board -- movement and physical activity is always a good way to get students paying attention. Barry Westling

Sara, Many institutions and instructors would agree with you, as would I. But that's my personal opinion, and not that of the course facilitator. Each has to decide what works best for them. Barry Westling

Sara, There's an activity called "rule of 20's", and while I don't think it needs to rigidly followed, it suggests breaking up the daily class sessions into 20-minute pieces. It's theorized that by keeping an activity limited to about 20 minutes, students remain focused and attentive. What you're doing seems like a similar methodology. Barry Westling

Alicia, Right. Students will appreciate the time and effort an instructor will give to providing grade and class performance information. This also gives a time where supportive comments can be given, to help convey we are there for their success. Barry Westling

Cynthia, That personalized touch by an instructor can be a powerful tool. When poorer performance is discussed in a kind and caring manner, and positive, helpful advice for improvement are suggested, students usually feel their instructor cares and is interested in their success. This also can build trust and respect for the caring instructor who conveys "I am here to help you succeed". Barry Westling