Of course present knowledge of psychology is nearer to zero than to complete perfection, and its applications to teaching must therefore be often incomplete, indefinite, and insecure. The application of psychology to teaching is more like that of botany and chemistry to farming than like that of physiology and pathology to medicine. Anyone of good sense can farm fairly well without science, and anyone of good sense can teach fairly well without knowing and applying psychology. Still, as the farmer with the knowledge of the applications of botany and chemistry to farming is, other things being equal, more successful than the farmer without it, so the teacher will, other things being equal, be the more successful who can apply psychology, the science of human nature, to the problems of the school. (pp. 9-10)
Active critical reflection is necessary in every aspect of our teaching, not only in front of a class. We must try to reevaluate our own values and experiences as they relate to our teaching. Our assumptions and theories about teaching composition must remain open to inspection, evaluation, and revision, a condition that requires an active inquiry paralleling the inquiry in which we engage our students.
Shabelsky: O mind of genius, you think up things for everyone and teach everyone, but why not for once teach me... Teach me, great brain, show me the way out...
If we can recognize what makes us unique and how we can positively impact our students, then we can make teaching much more meaningful and learning much more rewarding—essentially, a transformative experience for our students.
I am teaching. Storytelling is teaching.
A good teacher does not teach all that he knows. He teaches all that the learners need to know at the time, and all that the learners can accountably learn in the time given.
If we can recognize what makes us unique, and how we can positively impact our students, then we can make teaching much more meaningful and learning much more rewarding—essentially, a transformative experience for our students.
There is no doubt that great teaching and great teachers have a significant impact on students and their long-term association with school and with learning.
For me, education—both teaching and learning—is about building relationships and developing rapport with students, with parents, and with faculty.
An effective educator who can embrace the ever-changing teaching and learning environment, maintain resilience and strength under this pressure, dynamically participate in the development of new practices, and continue to foster a love of learning stands a greater chance of captivating students and appealing to their needs.