Numbers
on the left are page numbers.
The book consists
of a series of short chapters, each written by a different teacher. Some
of the chapters are by teachers who are also very good writers.
Josef
M. Broder
62
Civility: Ask students what they learned. The class should
be "open and based on mutual respect." "I take class photographs."
"I replaced pop quizzes... with asking students what they learned
today and what confused them."
63
We should have a sense of humor. That means "a state
of mind that recognizes the limitations of ourselves and our knowledge."
James Walters
76
Referring to the gifted teacher, he said to her, how do we become like
you? And she replied, you don't need to become me, you need to
become the best YOU you can be.
77
With a student who lacked certain background knowledge, found out by asking
the class, the teacher took that student aside after the class and offered
extra support. The teacher "made me feel... we were in this together."
The teacher was demanding and the topic was difficult, but "the psychological
support she provided not just to me but also to each member of the class
stimulated the best efforts of everyone." At the end of the year,
the teacher didn't say anything to Walters about the difficulties he had
had. She said, "Jim, you are truly a wonderful student, and I am
so glad that you were in my class."
78
When he found himself in the role of teacher, Walters was also kind to
students who asked for help. "I suspect that a great deal of the
influence teachers have on students is dependent on their kindness."
79
"Teaching is more than the transmission of information. Teachers
we remember are teachers who build people. .... those who cared about
us individually and joined with us in this important growth process."
Conrad
C. Fink
82
Two requirements
"I am a serious man who teaches a serious subject [journalism] --
and only serious students need apply to share the enthusiasm, experience,
and hard work I put into teaching it."
Fink requires only two things from his students: "enthusiasm and
willingness to learn."
"Two attitudes
that fundamentally drive my teaching:
"I am dealing
with adults... in intellectual endeavors of first-rank importance, and
I thus have a right to demand hard work and a manifest willingness to
learn.
"I have an obligation,
therefore, to work very hard to keep my side of the bargain."
83
"I am surprised constantly at just how hard it is to teach
effectively."
He is available to
his students -- a big time commitment. He is painstaking in spending lots
of time editing their writing. He invests time and energy getting to know
each student.
85
Be active in the education community and build your own credibility and
authority as a teacher: manage clubs, give free career support, write
textbooks, give workshops, participate in debates and discussion groups.
86
Tailor what you do to the needs of your students. "My first several
class sessions are spent talking about the students... where they're trying
to go... [asking about their] career goals." He offers practical,
marvelous tips on pgs 86-87.
William
G. Provost
90
Read the book yourself, read it again, every time you teach it.
Keith
J. Karnok
101
Karnok is one of the best writers here.
103
To improve your teaching, accept that it is a trial-and-error process;
there is no easy or short-cut way to become better at teaching.
"A teacher owes
it to his or her students to be as current as possible. ... It is essential
that the teacher use real-world examples that students can relate to.
Draw from personal experiences whenever possible." Less material
covered? Depth of understanding is more important. That is, a slower pace
means covering less material, but there is more comprehension.
Be well organized.
Give a sample test. Let the students know how you'll
teach.
104
Practice and improve your communication skills. Move: change your location
in the room. Never joke about the students, only joke about yourself.
105
Entertain the student.
"The most important component of teaching is having a sincere
interest in the total well-being of your students. I believe the teacher
who really makes a difference in a student's life is one who is in touch
with the student's heart as well as the student's mind."
Do everything in your power to realize the full potential of each and
every student. This aspect of teaching cannot be learned from a book,
seminar, or from watching superior teachers at work.
Lief
H. Carter
109
Startle your students, and do it early on. Make the course memorable.
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