Rod, whose responsibility for a student's learning wasn't the point I was
making in the letter. Personally, I think learning is a partnership. Be
that as it may, the point is that whatever our responsibility is, the
overwhelming majority of us go into a classroom untrained. Most of us
were prepared as future scholars, not as future classroom teachers. And
whatever we learn, we do so by the seat of our pants and on the job. The
questions I have are two: first, how many of us read the educational and
teaching literature as opposed the psychology (or in my case the history)
literture; second, how many of us apply whatever we read to modifying not
just the content of what we teacher, but how we teach? The curious thing,
especially for this list, is that I am finding that a lot of what I am
recently reading in order to improve my teaching includes a lot psychology.
Make it a good day.
--Louis--
Louis Schmier www.therandomthoughts.com
Department of History www.halcyon.com/arborhts/louis.html
Valdosta State University
Valdosta, Georgia 31698 /~\ /\ /\
(229-333-5947) /^\ / \ / /~ \ /~\__/\
/ \__/ \/ / /\ /~ \
/\/\-/ /^\___\______\_______/__/_______/^\
-_~ / "If you want to climb mountains, \ /^\
_ _ / don't practice on mole hills" -\____
---
You are currently subscribed to tips as: [EMAIL PROTECTED]
To unsubscribe send a blank email to [EMAIL PROTECTED]
