Barry Westling

Jacquvalon, Yes, time is always a factor. I only pretest when I have absolutely no knowledge of students prior knowledge. I don't pretest all the time, just when I feel it would help me plan for my classes. Barry Westling

Jacquvalon, Sometimes, students think of questions that are a bit off base. In these instances, I might have to tell them, "this is where you can find the answer", or if it's related to the topic, "I'm not sure but I'll find the answer and get back to you". Other times, it may be "well, that's a bit off course and beyond the scope of this class". I don't want to be off putting but non-relevant questions can't take up other students time. Barry Westling

Jacquvalon, Trust and respect are rarely assumed sentiments given to instructors these days. Most times, students are neutral until they realize their instructor is there to help them, listens, is fair, shows patience, and conveys enthusiasm towards the class and it's contents. Barry Westling

Gail, Perfect example of the benefit of using a pretest to determine the students level of prior knowledge. This is really a good planning tool for the instructor. Barry Westling

Gail, I would think that in mathematics, much of what is taught involves ideas and similar intangible concepts. Perhaps using tactile, kinesthetic, auditory and visual examples to help reinforce the lessons, theory and ideas may become more tangible, at least in the students minds eye. Barry Westling

Gail, Great! It's nice when we have a good, reality-based perception of our strengths and weaker areas. I agree that through subjecting oneself to classroom observations by others, and sitting on others classes, one can learn a lot about themselves as well as pick up ideas that seem to make sense. Barry Westling

Herbert, I think students appreciate the effort, time, and professionalism that demonstrates the importance of preparedness. To the students, this is a basic assumption expected of their instructors behavior. To instructors, it's a basic responsibility to our employers. Barry Westling

John, I think the main consideration is to choose categories of grading and assignments that in the end, will measure the degree (or lack of) learning that has occurred. Barry Westling

Alan, Right. Like all of us, I agree we do better when we have a bearing on where we're at in the journey, and what remains to make it to the destination successfully. Barry Westling

Trinity, My hestitation with extra credit is the potential for skewing grades to the point that I am not accurately measuring student learning. Therefore, my use is very limited (if at all), and perhaps would represent less than 1% of their final grade. I do like the creative aspect of extra credit assignments, and good students often ask if there is more they can do to demonstrate learning. I appreciate that effort. Barry Westling