This-essay is a7810291.htm which is available at the
web-site www.essayz.com. See more notes at the bottom.
Previous-Essay <== This-Essay ==> Following-Essay
By-Months By-Years By-Words
Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One
==========================================================
%EVALUATING TEACHING EFFECTIVENESS 781029
Usually we approach the evaluation of teaching
effectiveness by listing what the teacher is supposed to
be teaching---and then seeking to evaluate how effective
the teacher is in fulfilling expectations. Such as
approach tends to ignore much of what the teacher is
teaching, because it is not expected. We might gain
greater insight into teaching effectiveness by turning the
process up-side-down; by beginning with the question,
"What is the teacher teaching?" We may reasonably assume
that each teacher is effective in teaching something, and
make progress by trying to identify what the teacher
teaches well---whether or not it is valued by formal
institutional criteria.
Some teachers are very effective at teaching students
to be passive receptacles of information for storage---
until destructive read-out occurs on the final exam of the
course. Other teachers specialize in teaching students
not to trust their own common sense and judgment. Many
science teachers are very successful in teaching their
students that science is mysterious, complicated, hard to
learn, for males only, and inconsistent with humane
considerations. Many composition teachers effectively
teach students that the technical aspects of formal
communication are far more important than honest
expression of important personal concerns. Most science
laboratory instruction succeeds in teaching students that
the essence of science is getting your experiment to turn
out just like some authority says it should. Most
teachers do well at helping students learn that the views
of recognized authorities are for more worthy of
discussion than are the students' experiences,
perceptions, questions, intuitions, concerns, hopes,
fears, and aspirations.
The problem with asking what teachers are teaching
well, is that the answer is best provided by the students
through extended dialogue and listening. Most teachers
and administrators fear to receive the likely answers to
the question; besides, it is difficult to elicit
perceptive and honest answers to the questions. The
answers to the question are not likely to be very useful,
unless you have first liberally educated the students.
How many teachers would trust their graduates to say what
they had been taught?
(c) 2005 by Paul A. Smith in
www.essayz.com Search for Integrity and Honesty
(On Being Yourself, Whole and Healthy)
==========================================================
Lines beginning with a percent sign are KEYWORDS for use
in ESSAY-System Searches. Their terminal digits are dates
of writing in the format @yymmdd#, where @ = a means 99,
@ = b means 20, and # = is a within-date essay-count.
Links to date-adjacent essays are near page top & bottom.
Find the following links by clicking on CENTER when CENTER
near the top or bottom of a web page of essayz.com
1. Go to HOME PAGE of essayz.com
2. Find brief-essays via keywords
3. Find brief-essay about ADDICTION
4. Search-Helps related to ABOVE-LINK
5. GoTo Action & Information Center
6. Find Regular-Essays via Year/Month
7. Find Regular-Essays via Word-Starts
8. Find Regular-Essay about LOVE
This-essay is a7810291.htm which is available at the
web-site www.essayz.com. These 5 lines echo top lines.
Previous-Essay <== This-Essay ==> Following-Essay
By-Months By-Years By-Words
Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One