Barry Westling

Jean, Well, if students learn from their extra credit, and they're current on their regular assignments, that'd seem like a win-win. Too often students seek extra credit not for it's educational value, but to simply raise their grade, sometimes in order to even receive a passing grade. Not so sure that's in the best interest of the student (if a grade is supposed to measure learning). Barry Westling

Chris, I like that initial "meet and greet" approach. If difficulties arise or reengaging is needed, it makes it so much more effective when a "trusted" instructor is asking for participation or compliance. So much of what we do has to do with appropriate re4lationships. Barry Westling

Pauletta, Yes, our interest and objective is student success and achievement in the highest degree possible. Without specific and personal direction and information from their instructor, some students may begin to fall adrift. Correction and advice is needed early on so that any needed correction can occur and make a difference in the student grade. Barry Westling

Timothy, I understand exactly what you're saying. What I do is when I see a downward trend, I'll meet with the student to offer my suggestions, support, advice, and encouragement. Barry Westling

Pauletta, Of course we want to meet course objectives. Sometimes there's also program objectives, and institutional objectives that have to be met as well. Since most of us are workers in the field we teach, we can always add stories, past circumstances or interesting situations that help fill in some of the information that a student will need. I also try to take text information and apply that to re3al world examples. Barry Westling

Timothy, Very true. One way I've found effective is to give short assignments that are worth points, and students have just a short or fixed time to complete them. This keeps them busy, and unless they don't want or need the points, they're keep busy. Other times, I'll ask specific students questions and that'll alert them that they have to pay attention. Barry Westling

Pauletta, Boy, if we could attain that for every student, we'd be doing good. One reason this doesn't happen is some graduates have work problems, not related to their technical abilities, but more related to compliance (i.e., attendance, punctuality, following company policies, etc.). The more we can add the importance of these performance attributes in school, we'll be helping success occur more often. Barry Westling

Timothy, I edit longer YouTube video's into smaller, distilled segments. in doing so, only the most salient portions of a longer video are presented. I think video's that are more than a couple minutes in duration begin to lose students. Of course, the exception would be professionally produced, topic-specific videos, where all information is pertinent. Barry Westling

Timothy, Students nearly always appreciate sincerity. Each one of us has our unique personalities that manifests in it's own way. Being approachable, patient, tolerant, and kind, students will respond favorably. Barry Westling

Timothy, There's something I call "reality quotient", which describes the degree to which a student is grounded in reality, in terms of realistic job prospects, pay, promotions, advancement, opportunities, and of course, the realities of academic achievement which also includes professional development (attendance, punctuality, participation, compliance, etc.). In the better situations, students have a good quotient and I strive to help them succeed, mainly by going the extra mile. I do this for all students, but a lower quotient student is not likely to benefit as much or take advantage of my efforts. Barry Westling