This thread reminds me of a video I somethimes use in class. In the video, Phil Zimbardo (past president of APA, an outstanding and engaging teacher, winner of several teaching wards at Stanford) is discussing the social psychology and social pressure using a clip from Candid Camera. (I will also say, I am totally biased. I think Zimbardo is one of the most interesting people and charismatic friends I have.) Anyway, even as the video is playing even my students are laughing putloud at the sequence of events. But, sitting in the seminar with Zimbardo is one of his students, his arm supporting his head as he sits there seemingly bored to death, not laughing, just like, "who cares."
I agree with Rod, sometimes we can jump-up on tables, yell, and act out our role as a teacher but students have to buy into it as well, and contribute to the dance of teacher and student.
jim
Jim Matiya
Carl Sandburg High School
131st and LaGrange Road
Orland Park, IL 60462
Lewis University. Romeoville, IL
Moraine Valley Comm. College. Palos Hills, IL
Illinois Virtual High School
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Webpages: http://www.d230.org/cs/matiya
>From: "Hetzel, Rod" <[EMAIL PROTECTED]>
>Reply-To: "Teaching in the Psychological Sciences" <[EMAIL PROTECTED]>
>To: "Teaching in the Psychological Sciences" <[EMAIL PROTECTED]>
>Subject: RE: NY Times Letter
>Date: Sun, 5 Jan 2003 08:11:08 -0600
>
>Louis makes some excellent points, but I find it hard to believe that
>the teacher is the sole person responsible for developing an enriching
>and educational environment in the classroom. Some students are much
>more difficult to engage in the classroom or one-on-one in your office.
>In fact, some students resist any type of engagement, regardless of what
>the professor does or who he or she is as a person. To suggest that the
>professor has the sole responsibility for getting students excited about
>learning is similar to saying that a counselor is the sole person
>responsible for bringing about change in their clients. Sure,
>counselors can either facilitate or hinder the counseling process or
>client motivation, but the client ultimately needs to decide that he or
>she wants to make changes. Similarly, teachers can facilitate or hinder
>student motivation, but ultimately the decision rests with the student.
>
>On a similar note, I'm sure the issue of teaching effectiveness and
>student response is an empirical question. What does the research show?
>Anyone know?
>
>Rod
>______________________________________________
>Roderick D. Hetzel, Ph.D.
>Department of Psychology
>LeTourneau University
>Post Office Box 7001
>2100 South Mobberly Avenue
>Longview, Texas 75607-7001
>
>Office: Education Center 218
>Phone: 903-233-3893
>Fax: 903-233-3851
>Email: [EMAIL PROTECTED]
>Homepage: http://www.letu.edu/people/rodhetzel
>
>
> > -----Original Message-----
> > From: Louis_Schmier [mailto:[EMAIL PROTECTED]]
> > Sent: Sunday, January 05, 2003 5:47 AM
> > To: Teaching in the Psychological Sciences
> > Subject: NY Times Letter
> >
> >
> > First, what is our specific training that really prepares us
> > for classroom teaching and public speaking? Second, to know
> > it doesn't automatically mean you can teach it. Third,
> > merely speaking, a la lecturing, isn't teaching. Fourth, if
> > by "entertaining" you mean interesting, sticky, grabbing,
> > contacting, connecting, meaningful, contagious, exciting, and
> > even fun, any presenter must be so. I will repeat: the
> > opposite of fun is not work; it's boredom. A Powerpoint
> > presentation, for example, can be a visual bore no less than
> > a lecture can be an audio bore. So many of us use that term
> > "entertaining" as a red herring or a straw man to defend what
> > we are doing, to blame others for the ineffectiveness of what
> > we are doing, and for the disinclination to change.
> >
> >
> > Make it a good day.
> >
> > --Louis--
> >
> >
> > Louis Schmier www.therandomthoughts.com
> > Department of History
> > www.halcyon.com/arborhts/louis.html
> > Valdosta State University
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