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%TEACHING WITHOUT FEEDBACK 770419
Teaching without feed-back from students is like
trying to drive a big truck without being able to see the
highway. Destructive events are very likely. Usually
teachers get some feed-back. They give tests which they
design according to their preconceptions of what feed-back
is desirable. If they are emotionally immature they seek
to avoid receiving some kinds of feed-back. Certain kinds
of testing will therefore be avoided. Unconsciously they
will give non-verbal signals to students that those kinds
of feed-back will not be appreciated. In this way, feed-
back channels of communication become blocked. Thus the
teacher succeeds in remaining unaware of the improprieties
of cherished instructional activities, and so feels free
to continue to enjoy them.
Emotionally mature educators are able to educe
students and broaden their perspectives without
thoughtlessly or heartlessly enslaving them to new
technical orientations and modes of coping. The mature
educator seeks to serve the student, rather than to
maintain cherished instructional activities. The mature
educator seeks to maximize student feed-back in order to
adjust instructional activities to students' needs in a
dynamically stable way. The mature educator gains
satisfaction out of relating technical competence to
students' needs and interests --- with constant feed-back
from students on a personal level. The feed-back is not
filtered through statistical analysis in an exclusive way
which filters out personal non-technical perceptions. The
effective educator encourages unstructured student feed-
back.
Mutual feed-back between students and educators must
transcend the generation gap between the youth-culture and
the adult-culture. Such transcendence is facilitated by
mutual awareness and mutual understanding of the elements
of the youth-culture and of the adult-culture. People are
generally unaware of the basic elements of their own
culture, and may find it difficult to perceive the
cultural contexts which occasion others' "strange
behavior". Identification of basic cultural elements is
often difficult because too often we assume others are
"just like us". Effective education depends upon students
and educators recognizing how fundamentally different they
are from each other, and respecting those differences in
their personal relationships.
(c) 2005 by Paul A. Smith in
www.essayz.com Search for Integrity and Honesty
(On Being Yourself, Whole and Healthy)
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