Barry Westling

Julius, I want the students experience to contribute to success on the job. My passion and enthusiasm usually creates a very solid base to grow on. I try to instill a desire for lifelong learning, and an attitude that promotes continuous learning, especially after graduation and employment has been secured. Barry Westling

Martin, When material is organized and laid out well, students will pick up pretty quickly that the instructor is serious, knowledgeable, and will expect the same from their students. Barry Westling

Julius, Unless students have had the same instructor prior to the current class, there is only one opportunity to make a (good) first impression. I believe students are generally open to their instructor, but our job is to create an upbeat, interesting and beneficial learning environment consistently in order to maintain that momentum. Barry Westling

Lissette, Sometimes, knowing what does NOT interest a student is as important as what does (as you experienced). Most professions or work settings have multiple areas that a students can seek employment. It is probably better to find that out in school so that emphasis on what the student feels important can be appropriately channeled. Barry Westling

William, I always find outsides speakers and visits to be well accepted, giving a break from the routine. Often, students will hear similar information I've shared and that tends to reinforce the importance, and also adds a degree of credibility, and perhaps builds trust. Barry Westling

Michael, Extra credit is great, more so when it is NOT tied to a grade. I'm always inspired by students who want to demonstrate their comprehension, creativity and understanding by doing something more than expected. This attitude should be encouraged, perhaps with points, but recognition and non-point type rewards are better. Barry Westling

Michael, Great idea for longer term reengagement. Sometimes, valuable instructional time is lost because one or more students are tuned out-- for whatever reason. To keep the flow going, some methods I use are to ask questions, have students repeat what was just stated, have students come to the whiteboard to write bullet points as the instructor is talking. Activities like these put students on notice they're likely to be called on thus keeping their focus more attentive. Barry Westling

Michael, I think writing notes help stimulate senses, and reinforces the points the instructor is trying to make by inducing thought, evaluation, summation, and recording for review. I encourage students to rewrite their notes as son as possible and use their text for reference. If there is time, one more summary on note cards allows feeling the cards while reviewing the notes further. Some students will record themselves reading from their note cards, then play back hearing their own voice recite their own information they feel is important. It's repetitious, but effective. Barry Westling

Michael, I think students want and expect their instructors to "have it all together", and arriving unprepared or disorganized can certainly create a sense of disorder, which can make students wonder if the instructor really knows their material. Impressions create perception, which is the reality the students depend on and pass on to others. Barry Westling

Robert, Yes, and they look to us for guidance and leadership. Good organization shows effort has gone into preparation for the class. This contributes to building trust in the material we are providing, and respect for the instructor as a competent educator. Barry Westling