Teaching and Learning, A - z

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    Teaching and Learning, A ZA, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z

    AABSORPTION LIMIT

    ACCOUNTABILITYStudent to teacher.

    Teacher to student.

    Student to classmates.

    Student to family.

    Student to boss.

    See also: grades.

    ACTIVE vs. PASSIVE LEARNING

    Speaking

    Writing

    Listening

    Reading

    ADULTS

    AMBITION

    ANALYSIS

    ANARCHYSee also: brainstorming,order.

    ATTITUDE

    Teachers towards students.

    Teachers towards education.Students towards teacher.

    ATTRITION

    Attrition is demoralizing to teacher and class. Students vote with their feet.

    Presence is a vote of confidence.

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    However, not every student is worth retaining. There are always those who will

    be a drag on the class, who for the good of the class the teacher need not

    struggle to retain.

    See also: attitude.

    AUTHORITY

    Authority in teaching, as in anything else, is legitimate influence over others. It is not

    mere power. It differs from power in its moral component and because, while power maybe used for good or ill, authority does not connote coercion. Authority has the unusual

    quality of being dual, or reciprocal, and thus dependent upon others for its fulfillment; in

    the classroom, it is composed both of a teachers knowledge, character, and conduct andof students respect given back to the teacher in free acknowledgement of the teachers

    greater understanding of the subject at hand and greater ability to convey it. Power, on

    the other hand, is coercive force the exertion of will to command action whose basis

    is dependency and often fear. As such, it has no place in teaching; its use is contrary tostudents interests.

    JAMES M. BANNER, JR. and HAROLD C. CANNONi

    AUTODIDACTISM

    BBATHROOM BREAKS

    BENEVOLENT DECEPTION

    BEAUTY

    The beautiful is sooner remembered than the prosaic (?).

    BIG PICTURE

    See also: culture.

    BLANK SLATE

    BODY LANGUAGESee also: breath,communication, energy,eye contact, posture,voice.

    BOOKS

    A book lends a structure to the classroom. It offers a very tangible goal. A teachershould depart from it wisely, but he should finish it finishing it offers a sense

    completion.

    See also: productivity,systematic.

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    BOOKS ON TAPE

    BRAHMINS

    BRAINSTORMING

    BREAKS

    BREATH

    Should be good.

    CCALM

    CARROTSSee also: sticks.

    CELL PHONES

    Should be off if possible. Parents with small children should be allowed to keep

    cell phones on but on vibrate. A ringing phone distracts the class. If a studentneeds to answer the phone, s/he should leave the classroom quietly. There is no

    talking on the cell phone in class.

    CHARISMA

    CLOKS in the CLASSROOM

    COMFORTABLE, but not too COMFORTABLE

    COMMUNICATION

    The most important thing in communication is hearing what isnt said.PETER F. DRUCKERii

    See also: body language,fear, tone,whiteboard.

    COMMUNITY

    It is a teachers responsibility to transform his classroom into a community.

    Having friends in the classroom makes students want to spend time there.

    COMPETITION

    See also: ambition.

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    GGLUCOSE

    See also: sleep.

    GOALS

    GRACE

    GRADES

    Introduce a dual track system for non-credit classes, giving ambitious students theoption of a grade.

    Criteria explained clearly.

    Rubric.

    GRAVITAS

    HHABITS

    HOMEWORK

    HOPEA leader is a dealer in hope.

    NAPOLEON BONAPARTEiii

    HYDRATION and the BRAIN

    HYSTRIONICS

    Take your belt off and whip yourself or hang yourself.

    Change your tone of voice.

    HUMORSee also:jokes.

    HUMILIATION

    Never.

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    IIGNORANCE

    IMAGE

    IMAGINATION

    INCENTIVES

    See: carrots,sticks.

    INDEPENDENCESee also: fire the teacher

    INDIVIDUAL and the CLASS

    Different students have different needs. Cater to them.

    See also: extra credit.

    INFORMALITY

    INTELLECTUAL FURNITURE

    INTERROGATE THE SENTENCE

    INTUITION

    See: formal and informal knowledge.

    JJOKES

    KKNOWLEDGE, FORMAL and INFORMAL / KNOWLEDGE vs INFORMATION

    Students know and use many structures having heard them on the street or readthem in books. That does not mean learning grammar formally is superfluous.

    Done well, grammar is an accelerator; it teaches students to recognize patterns; itis the theory on which the best practice ultimately depends.

    LLEADERSHIP

    A leader is a dealer in hope.

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    See also: results.

    MEDALS for PERFORMANCE

    MEMORIZATIONA slug crawling across each letter.

    MEN and WOMEN

    MISCHIEF

    MISTAKES

    How should a teacher confess to his mistakes?

    Note: students seem to love it when I publicly announce an error, keeping score

    with them. But of course, it is better to rig the game, taking bigger hits than thestudents.

    See also: fairness.

    MODEL

    MORALE

    MORALITY

    MP3 PLAYERS

    MULTIMEDIA

    MYSTERY

    NNAMES

    Each student should know every other student by his/her name. This promotescommunity.

    NOMENCLATURE

    NOTEBOOKS

    Students must keep a good notebook. This is a log of their progress. They should

    be expected to know what is in their notebook.

    A teacher should encourage students to show him their notebooks.

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    NOTES to STUDENTS

    OOBSERVATIONOBSESSION TO KNOW

    ODYSSEYSee also: discovery.

    OFFICE HOURS

    OPTIMAL TIME

    ORDERSee also: anarchy.

    ORGANIZATION

    Zip lock bags and binders.

    PPACING

    PARKING (BEHIND THE DESK)

    PARTNERING / CHOOSING PARTNERS

    PARTNERS IN CLASS

    PARTNERS OUTSIDE CLASS

    PASSION

    PAST See: reflection,repetition.

    PATIENCE

    PERFECTIONISM

    Japanese: kanzi?

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    PERSONALITY

    PLAY

    PLEASURE

    POPULARITY (and POPULISM)See also: favoritism.

    POSTURE

    PREPARATION

    PRESENTATIONS

    PRACTICE

    PRESENT

    To be in the moment.

    PREPARATION

    PRIORITIES

    A teacher must set the agenda.

    PROCRASTINATION

    PRODUCTIVITY

    PROFANITY

    PROFFESSIONALISM

    PROVOCATIONSee also: temptation.

    PUNCTUALITY

    QQUESTIONS

    See also: curiosity.

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    QUESTION BANK

    RRAPPORTRATIO of TEACHER TALK / STUDENT TALK

    READING

    RECORD KEEPING

    RECORDINGS

    REFLECTION

    RELAXATION

    REMEMBERED

    Will you be remembered?

    REPETITION

    If you lose the spirit of repetition, your practice will become very difficult.Shunryu Suzuki

    REPUTATIONDoes it precede you?

    RESULTS

    SSACRIFICE

    SARCASM

    SCAFFOLDING

    Is it necessary for students to always know a teachers motives? Perhaps thissometimes distracts from the lesson at hand.

    See also: benevolent deception.

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    STUDY HABITS

    STYLE

    Style should be the medium through which content is communicated. A good

    style engages and focuses attention on the content; it does not distract from it.

    See also: eccentricity.

    SUBJECTS

    A good teacher imparts not merely the subject at hand. A good teacher imparts

    something more. A good teacher understands the context of his subject: life.

    Thus, for example, a teacher of English should not merely convey the languageper se; he should convey something of the history of that language, of the culture

    of its speakers, etc.

    SUGGESTION BOX

    SYSTEMATICSee also: efficiency, productivity.

    TTANGENTS

    TEACHER as ACTOR

    TEACHER as ARTIST

    TEACHER as COLLEAGUE

    TEACHER as CONFIDANTE / CONFESSOR

    TEACHER as FATHER

    TEACHER as FOOL

    TEACHER as FRIEND

    TEACHER as MAGICIAN

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    TEACHER as MASTER

    TEACHER as PHILOSOPHER

    TEACHER as PRIEST

    TEACHER as SCIENTIST / TECHNOCRAT

    TEACHER as STUDENT

    TEACHER STUDENT RELATIONSHIP

    TEACHER as TOUR GUIDE

    TEACHER as WAITER

    TEMPERATURE in the CLASSROOM

    TEMPTATION

    TESTS

    Difficulty:Not so difficult students feel stupid.

    Not so easy students become complacent.

    Purpose:To measure knowledge.

    To detect ignorance.

    To understand a students position in the class.To create accountability and inspire studying.

    Timing:

    Regular enough to encourage regular studying.

    TESTING

    THINKING

    TIMINGSee: speaking.

    TIME of CLASS

    Is it better for a class to be in the morning?

    See also: length of class.

    TONESee also: rapport.

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    TRAGEDYSee: gravitas.

    TRUST

    TRUTHSee also: thinking.

    TYPES of STUDENTS

    UUNEDUCATED STUDENTS

    VVARIETY

    VIRTUAL WORLD

    Avatars for learning.

    VOCABULARY

    VOICE

    Dynamism:

    Pitch:

    Tone:Volume

    WWEB SITES

    WHITEBOARD

    Should be clean, uncluttered, kind of like the page of Google.com

    WILL POWERSee also: concentration, glucose.

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    WORD CHOICE

    Be concise in your writing and talking, especially when giving instructions toothers. EPICTETUSvi

    See also: white board.

    WORD PROCESSORS

    WRITING

    X

    YZ

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    iThe Elements of Teaching.New Haven: Yale University Press. 21.ii Source unknown.iii brainyquote.com: Retrieved 8 March 2008.iv brainyquote.com: Retrieved 8 March 2008.v Friedrich Nietzsche.Beyond Good and Evil. Trans. Walter Kaufmann. 65.vi Source unknown.

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