Barry Westling

Thomas, Structure is important. Students need order, and having a planned out set of activities, organized dates and assignments, and a game plan that students can rely on. Without order, students get distracted, misunderstand expectations, and sometimes, that impairs their classroom performance. Barry Westling

Cheryl, Without directions, students may flounder. It's important that direction is given, reference to past work, and suggestions for future assignments so that a satisfactory outcome is attained. Barry Westling

Dorothy, Yeah, students like to be validated for their work. So good communications with encouragement, suggestions, and advice can induce a student just a bit harder in some cases because they see their performance can be improved (with the accompanying grades to show for it). Barry Westling

Dorothy, My answer is simple (but is difficult to do at times). I want to measure learning. To give points that are unearned (unlearned), that doesn't seem fair. But if there are multiple grading components, and a few bonus points are given, I don't see that as excessive or unreasonable. Barry Westling

Dorothy, Great. This is sometimes called "checking for understanding". The premise is the instructor goes just so far before asking questions to verify all students are "on the same page". If not, the instructor reviews. If they are tracking well, the instructor moves ahead until the next "checkpoint". Barry Westling

Glenn, I wish all of my classes could be filled with adequately prepared and readied students, but the reality is that rarely is the case. Pretesting can help some, especially for planning adjustments in my curriculum, but sometimes students are just well enough prepared to proceed given their weaker performance. That's unfortunate, yet my assistance can only help to a certain degree. But I still try all I can. Barry Westling

Corina, Preparation is never a wasted activity, and how little or much is readied before a class is always beneficial for students. And students are perceptive as to when the instructor is not prepared too. That probably doesn't create a real positive atmosphere, especially if repeated without reason. Barry Westling

Thomas, It's often interewsting to hear a students perspective abou their class performance when discussing grades and course status. The students viewpoint and instructor expectations can be similar or quite different. I like to spend personal time as I can give advice, suggestions, and also personalize my relationship by conveying my willingness to help them in all ways possible, including "tough love" type direction, along with encouragement and support. Barry Westling

Allison, Journaling does provide a unique kind of feedback (from the instructor themselves) for reflection, decision making, and planning. Circumstances and thoughts about the class or student activities often will get lost as time passes unless an instructor a few moments to reflect on the day and memorialize their observations. As you've come to realize, the value is not the daily journalizing but the reflection weeks, months, or years later on. Barry Westling

Tifany, I prefer not to give extra credit, but recognize some teachers do. I feel if there is material that's important, it should be covered (and assessed) as part of the class. Of course, I don't object to giving student non-credit extra assignments if they ask. But to raise a grade, I choose not to go there. Barry Westling