Teachers
[email protected]
In a message dated 1/29/2002 10:40:50 PM Pacific Standard Time,
[email protected] writes:
"tricks" that they pull out in order to be more entertaining.
I don't care if teachers are super well-organized. I just care that they know
stuff and can communicate it.
So - I end up being a teacher who is like that. Not super well-organized (I
can take off on tangents and find my way full circle back to the starting
point though) and high energy and, oh yeah, I start off the semester and
repeat throughout the semester that the only difference between a student and
a teacher is that I have expertise in THIS subject that they don't have and
presumably want to acquire. But that any other day THEY could be the teacher
and I could be the student wanting to acquire expertise that they have. AND I
add that there are big gaps in my knowledge about economics (the subject I
teach) and some of them might very likely know more about certain specific
areas than I do and, if they do, they should speak up so we can all learn
more.
I think they think I'm just saying that -- but later on they find out that my
area of economics doesn't include the stock market, for example, and
occasionally we get someone in a class who really is a stock market whiz and
I help them (by leading questions and stuff) explain things to the rest of
the class, based on their own real-life and recent experience - much better
than my textbook-based explanations <G>.
The other thing I do in my classes is have them make up their own semester
project. Every econ class student is required to do a semester project and in
ALL the other classes this is a 20-page "research" paper. Well - I point out
that they aren't doing actual "research" - that they're doing what is called
a "survey of the literature" and that is fine, if that's what they'd like to
do. But they can do real research, if they want. They can do surveys, for
example. And I tell them they can take ANY of their passions, hobbies, other
classes, career goals, work, etc. and make up a project that relates that to
economics. I give the example of a student who was taking a class in
Photography: Contemporary Issues. She did a fantastic set of photos comparing
how the really rich live versus the really poor - in Los Angeles. She did a
little reading to go along with it and wrote up some information income
distribution and stuff like that too. A couple of people have done poster
collages, with an economic theme - one was on "The American Dream." I've had
a couple of videos - one was a guy who went out and interviewed workers in
different kinds of occupations and asked them about their work and their
feelings about it and so on.
I give a number of suggestions - for those who can't think up an assignment
for themselves. And most use my suggestions.
--pam
[Non-text portions of this message have been removed]
[email protected] writes:
> I don't necessarily think a bubbly, sparkly teacher is better. I kind ofI'm like this,too. I do like high-energy teachers -- but not those that have
> find them annoying. I like smart teachers, who know and love their
> subjects, and aren't defensive when questioned.
"tricks" that they pull out in order to be more entertaining.
I don't care if teachers are super well-organized. I just care that they know
stuff and can communicate it.
So - I end up being a teacher who is like that. Not super well-organized (I
can take off on tangents and find my way full circle back to the starting
point though) and high energy and, oh yeah, I start off the semester and
repeat throughout the semester that the only difference between a student and
a teacher is that I have expertise in THIS subject that they don't have and
presumably want to acquire. But that any other day THEY could be the teacher
and I could be the student wanting to acquire expertise that they have. AND I
add that there are big gaps in my knowledge about economics (the subject I
teach) and some of them might very likely know more about certain specific
areas than I do and, if they do, they should speak up so we can all learn
more.
I think they think I'm just saying that -- but later on they find out that my
area of economics doesn't include the stock market, for example, and
occasionally we get someone in a class who really is a stock market whiz and
I help them (by leading questions and stuff) explain things to the rest of
the class, based on their own real-life and recent experience - much better
than my textbook-based explanations <G>.
The other thing I do in my classes is have them make up their own semester
project. Every econ class student is required to do a semester project and in
ALL the other classes this is a 20-page "research" paper. Well - I point out
that they aren't doing actual "research" - that they're doing what is called
a "survey of the literature" and that is fine, if that's what they'd like to
do. But they can do real research, if they want. They can do surveys, for
example. And I tell them they can take ANY of their passions, hobbies, other
classes, career goals, work, etc. and make up a project that relates that to
economics. I give the example of a student who was taking a class in
Photography: Contemporary Issues. She did a fantastic set of photos comparing
how the really rich live versus the really poor - in Los Angeles. She did a
little reading to go along with it and wrote up some information income
distribution and stuff like that too. A couple of people have done poster
collages, with an economic theme - one was on "The American Dream." I've had
a couple of videos - one was a guy who went out and interviewed workers in
different kinds of occupations and asked them about their work and their
feelings about it and so on.
I give a number of suggestions - for those who can't think up an assignment
for themselves. And most use my suggestions.
--pam
[Non-text portions of this message have been removed]
[email protected]
In a message dated 1/31/02 11:30:09 AM, PSoroosh@... writes:
<< I'm like this,too. I do like high-energy teachers -- but not those that
have
"tricks" that they pull out in order to be more entertaining. >>
I only like the tricks, none of the other stuff.
(Well, that might be an exaggeration, but give me a physics teacher who will
propelhimself across the room on a cart using a fire extingisher, and I
remember it for life.)
When I make a presentation and I have done nothing but talk, I feel that I
cheated people badly.
(I need to make a small, light cart, with well-greased bicycle wheels,
maybe...)
Sandra
<< I'm like this,too. I do like high-energy teachers -- but not those that
have
"tricks" that they pull out in order to be more entertaining. >>
I only like the tricks, none of the other stuff.
(Well, that might be an exaggeration, but give me a physics teacher who will
propelhimself across the room on a cart using a fire extingisher, and I
remember it for life.)
When I make a presentation and I have done nothing but talk, I feel that I
cheated people badly.
(I need to make a small, light cart, with well-greased bicycle wheels,
maybe...)
Sandra