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%TEACH BY STUDENT DOING POSITIVE RE-ENFORCEMENT+790704
%ENCOURAGEMENT REWARD PUNISH+790704
%EVALUATION NON-OBJECTIVE 790704
All teachers are effective. All teachers are
successful. All teachers teach their students lessons
which are important to their students. Some teachers
teach their students not to respect teachers, to be bored
with the academic world, to be afraid of science, to have
a low self esteem, to repress their curiosity, etc. Such
teachers are very successful in what they teach. Their
students are not likely to forget the lessons they
learned. Those lessons will be with them for life.
What students learn depends upon what the students
do. It is student behavior which leads to student's
learning; not directly teacher behavior which leads to
student's learning. Students do not learn what the
teacher does, no matter how well the teacher does it.
Students learn to do what they do in response to what the
teacher does. If the teacher lectures the students may
sit and listen. The students then learn to sit and
listen---but they will not learn the content of the
lecture unless their behavior involves the content of the
lecture. The students may merely learn to be passive---
because the lecturer teaches them to sit passively. The
teacher expects and rewards passive behavior.
What students learn depends upon what they are
encouraged to do, what doing is affirmed. The more
immediate and positive the encouragement, the more likely
it is that the students' doing will be positively
influenced by it. The more delayed and negative is the
teacher's evaluation of the student, the more likely it is
that the students' doing will be destructively influenced
by it. The ambiguity of delay is not likely to occasion
constructive behavior. Negative responses are rarely
helpful.
Doing leads to learning. Students become good at
doing what they do regularly. Education may be evaluated
by carefully noting what students are regularly doing, and
noticing that their behavior is what they are learning to
do. Their behavior includes affective, subjective,
emotional, and other non-objective responses. Such doing
is learned if it is regularly done. Teachers are always
successful in teaching non-objectively---although it may
not be clear what non-objective behavior they have
regularly prompted.
(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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