Barry Westling

Holli, I think all longer term instructors have encountered the bare minimum type of student. They can be a challenge. Most certainly, individual chats are necessary. Most often I'll try to focus on their reasons for enrolling in the first place, what they hope to achieve, and how their life can be changed for the better when they go the extra measure. Usually, if I can convince them of the "what's in it for me", they can see my point. Barry Westling

John, Yes, and without direction, students are likely to flounder. I like to meet individually to convey my interest in the students success, give advice, and offer suggestion for improvement, if needed. Barry Westling

John, Great. All our hopes are for successfully trained folks obtaining satisfying career and job advancement opportunities. Barry Westling

Holli, Timing and planning curricular segments is both an art and a science. We begin by estimating the expected time for various topics, but as you suggest, sometimes more (or less) time is needed. I rely on "need to know" and "nice to know" activities. In doing so, I nearly always have enough time for what students need to know, but if additional time available, I can go the supplementary activities that are useful and regarded as only filler time. Barry Westling

Pamela, Right. The students time and focus should be on their studies. Our responsibility is to be as prepared and organized so the student feels our attention and commitment to their success is present. Barry Westling

Leonard , Terrific. I think repetition and review are largely underutilized resources, and yet they are very effective methods. Barry Westling

Frank, I find chatting with a student individually works best for me, as I am able to give specific advice, and convey I care about their success. Barry Westling

Pamela, Great plan. Prior knowledge about students learning can assist an instructor plan for the best utilization of their time as well as the student's. Barry Westling

Pamela, Great process. I think of PPT as a tool, and try not let the medium get in the way of the information I want to convey. Having a demonstration or lab activity is a great way to reinforce the material immediately preceding the hands on. And repitition is always beneficial in most any setting. Barry Westling

Leonard, Great plan. Sometimes students need a whole change of pace to get them refocused. Other times, they may just need something to get them back on track. Such as standing next to a student, asking a student a question, asking a student to come to the white board to write their answer, or even asking them to write lecture bullet points on the white board. Barry Westling