Approaches to Teaching (Thinking About Education Series) by Gary D. Fenstermacher

By Gary D. Fenstermacher

This article has been thoroughly revised to bolster the connections among theories of training and the perform of educating. offering wealthy descriptions of philosophical and ancient conceptions of educating, this variation keeps utilizing the layout of the 3 techniques and case research dilemmas.

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Many are in trouble with the law, or have been at one time or another. They suffer an intense lack of self-esteem. When I began < previous page page_28 next page > < previous page page_29 next page > Page 29 teaching them, it became clear to me that they could not succeed in an academic setting unless this lack of self-esteem was addressed in some way. I have tackled this primarily through writing. I tell all my students that writing is important because it comes directly from inside of them. I believe that writing comes from a union of the mind and soul, and that it is the most personal thing students are asked to do in school.

First, they encouraged many educators to strip away much of the mystique about teaching as an ineffable human activity. Second, they led educational researchers to draw a tighter loop around the interaction between teacher and learner. The notion of teaching as stimulus, or cause, and learning as response, or effect, enabled researchers to focus exclusively on these two behaviors, without becoming sidetracked by the family backgrounds of students, their life histories, or the particular subject matter to be learned.

Doyle, like Berliner, is interested in assisting teachers in becoming more effective and productive. Doyle's work, however, rests on the view that what happens in classrooms is more a matter of the interactive dynamic among students, teachers, and subject matter, and less a matter of the teacher's simply assuming authority for directing and controlling events in the classroom. < previous page page_21 next page > < previous page page_22 next page > Page 22 Afterthoughts This approach to teaching can be viewed as a very powerful one.

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