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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.