Barry Westling

Discussion Comment

Michael, Right. I am always interested that my evaluation systems accurately measure the knowledge, skills, behaviors, and processional soft skills that will lead to successful employment, along with the potential for lifelong learning and growth. Barry Westling

Barry Westling

Discussion Comment

Understanding yourself as an instructor

Michael, I think maturity is a great attribute to continuously seek. It's not about age but appropriate relating to students, such as with fairness, patience, and humility. Barry Westling

Barry Westling

Discussion Comment

Making field trips and guest speakers a part of instruction

Jan, From my experience, students receive so much from from these learning activities. Whether it's seeing something that's interesting, hearing about the profession they'll be entering, or the ability to ask questions of the presenters -- all leave a lasting an memorable impression. Barry Westling

Barry Westling

Discussion Comment

Using pretests as planning tools

Jennifer, Courses that align with student needs are just likely to be more useful, interesting, and meaningful for students and their likely success in the course. Pretesting is among the methods that can provide that. Barry Westling

Barry Westling

Discussion Comment

Goal of educating students

Jennifer, Most work settings do require application beyond just the recall of facts (such as what may be largely provided by schooling). Ability to solve problems, provide safe and accurate procedures, and follow directions are good outcomes. Good communication and professionalism are the necessary soft skills that get employees noticed -- for the good or bad! Barry Westling

Barry Westling

Discussion Comment

Organized and prepared to teach

Jennifer, Regarding avoiding jumping around, good preparation and planning does well if the instructor sticks to the plan. One idea to manage the time is to try to put the most important information first in the lesson. This takes preparation because the flow of information usually requires a certain order. Nonetheless, preparing for 75% of the class time with "need-to-know" material allows the remaining 25% of class for the "nice-to-know". Barry Westling

Barry Westling

Discussion Comment

Making field trips and guest speakers a part of instruction

Courtney, Yes, and oftentimes, a technical point, topic, or particular subject that has been discussed or seen in the textbook will resurface by the outside speaker or tour guide. Obviously, this helps reinforce the credibility of the instructor and sometimes provides a bit of added enthusiasm. Barry Westling

Barry Westling

Discussion Comment

Using pretests as planning tools

Don, Sure, identifying where the class as a whole is weaker is a chief purpose of a pretest. A fun variation of the pretest (or just checking for understanding) is the use of "clickers", the electronic equivalent of an audience participation survey. Once the software is installed, and students have received their hand-held clicker, a question is displayed on the screen, and after a preset time, students choose the best selection (a, b, c, d, or e), and the program then displays the results in a graph. All can see the results, and the instructor can discuss each of the… >>>

Barry Westling

Discussion Comment

Understanding yourself as an instructor

Don, Good points. It's unfortunate that some students feel the need to prey on observed or perceived weaker areas. I suppose they feel that'll give them some sort of edge. But I remind new instructors I train that "you are the professional, the one with the superior knowledge, experience and insight into the work setting". Along with that is the sentiment that they are there for their students, it's not about them (other than to be in control of their class). Barry Westling

Barry Westling

Discussion Comment

Informing students of status in course

Graham, Sometimes it's difficult to get a reading on student performance early. I've even had students claim I was harassing them when I conveyed their progress to date (I believe this was only their own frustration projected towards me). I think comparing school performance to the work setting is probably the best example we can give students, in an attempt to have it make sense to them and have meaning -- enough to make needed changes. Early on and frequently provides a useful method to steer students towards the direction we want to see. Barry Westling