Barry Westling

Michael, Overprepared is always better. I've found that practically every lesson point can have an additional practical exercise or activity associated with it to reinforce learning. Sometimes I'll integrate these practice activities into the live lesson in order to liven things up, create interest, demonatrate the power and benefit of the material, and provide for engagement. Barry Westling

Michael, Right. And even without technolgy as a factor, dry and boring is difficult to tolerate for very long by nearly anyone. Engagement and student participation are enhanced when senses are incorporated into the lessons, especially when they facilitate the learning (and are not the focus). Stopping a lecture to trace a figure from their textbook will be a long remembered visualization. In this example the focus is on the drawing, not that the sense of touch, vision, pressure, thinking, and motion were involved in the process. Barry Westling

Michael, Yes, traits like sincerity, humility, and kindness actually empower instructors. When coupled with past work experiences that complement the material being taught helps diminish the theoretical aspect of some material to the real world of work place relevance. Barry Westling

Annette, Sometimes I have tried new and/or creative ways to present the "same-old", and found it to be so effective, that became the norm. Creative juices into action can produce remarkable results. Barry Westling

Annette, We earn trust and respect from our students, in part because they feel we are there for their success. And to that requires we do all the needed preparation work to convey we know what we're talking about, are a resource for them to facilitate their own learning, and to offer support and recognition for good work when that occurs. Barry Westling

Shelia, Right. I sometimes say "if it's important enough to be done as extra credit, it probably is important enough to be added to the regular, required assignments". Barry Westling

Shelia, In this model of instructional delivery, think it would be extremely important to learn of newly enrolled students prior knowledge. Integrating them with the longer-enrolled students would seem to run smoother if their was prior knowledge of their abilities. Barry Westling

Shelia, I remember about 30 years ago, I asked my program Medical Director a medical question, and he responded "I don't know". This surprised me back then because I thought every doctor, especially specialist's in their field could tackle every question. From that I learned that was OK not to profess to know all, but it is important to do my best to find an answer, or at least direct students to where they can find answers. Barry Westling

Billy, I like to share grade and performance informance frequently to students. Part of it is so the student knows where they stand. Another part is being able to provide my suggestions and advice about how they do better, or at least share my support and encouragement. I feel this can go a long ways to seeing actual improvement (if needed). Barry Westling

Billy, Obtaining knowledge of prior learning of current students does help create a more specific, focused lesson based on how these current students can benefit more fully from new class material. Barry Westling