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This might be a good time to touch on matters of faith. In a recent interview with Chris Hedges I found this thought-provoking definition of fundamentalism: Fundamentalism can be found within either a secular or a religious framework. It’s a binary worldview that divides the world into us and them, good and evil, [...] At Cal Teacher’s urging, and with a fair amount of reluctance, I have joined twitter. I was reassured to find this comment by gsiemens: “I didn’t understand Twitter at first. It seemed, at best, to be a colossal waste of time.” My thoughts as well. Later he concludes that “Twitter is a conversation, not [...] Teaching is a conversation. It occurs at many levels, and about many topics. What happens when the student’s part of this conversation turns to adoration and worship of the teacher? That is, what happens to the teacher? Even the most integrated and balanced teacher can be caught off-guard by the attention of a compelling, [...] I have said: say less. To this I add: write less and demonstrate less. Readers skim on-line text – or skip it entirely – because there is simply too much of it. I understand: tight writing takes more work. And because there is no immediate and obvious cost to using more words, we do. [...] To teach a student deeply we must study them as well. We develop in our minds composite pictures of who they are, what they can do, what they want, how they excel, what they are afraid of, where they stumble, and so on. Humans do this well: we develop models — maps — about [...] Brian Lamb begins this post on student assessment with “I hate grading” — a common enough sentiment among teachers who are required to assign grades. He claims this attitude as his own shortcoming, but I think that claim itself is the shortcoming; I agree with Alfie Kohn that grading fundamentally sabatoges learning. The larger [...] |
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