Kitt Dudley

I throughly enjoy implementing drama or role-play activities in the class room. I find they allow the students to discuss, analyze, and problem solve challenges they will encounter in the workplace. It also provides a measure of humor for all to enjoy. In addition, concluding with a discussion based on the activities or additional points completes the overall learning process. Helping all to appreciate that there is more than one way to resolve a conflict or problem.

This was an interesting tool. One I can definitely benefit from, but also I think can give students the boost they need to get through the semester with focus intact.

I have recently attempted to greet my students individually. Also, acknowledging any personal situations briefly they may have mentioned. I have found that initial cold and unresponsive students have changed in their attitude and the effort the put in the class. A personal interest goes a long way.

My greatest challange has been reaching the mind-heart of the 18-20. They seem to lack the time manangement/study skills required to maintain desired scores. Furthermore, the ability to maintain the balance of school and work life seems to be a challange for all age groups. I find that continuous "cheerleading" seems to be most effective.

Basic checks and balances benefit all institutions or business establishments. It is simply a basic common sense practice.

A schools program requirements or regulations are directly related to the accreditation entity. Though having accreditation information available for students does inform them, I believe that there is still a lack of awareness on the student level of how much this affects the overall policies and programs of an educational institution.

The promise of employment or job placement is a topic i have heard more about in recent months. It almost seems that some educational institutions are focusing more on this than the quality of "education". Granted employment is the goal but I found it interesting that this topic was noted.