> Another major conclusion was that the reason humanities teachers > got higher ratings was that they performed better in several specific > areas. To wit: more expressive, learn names, encourage and ask > questions, show concern about student progress, show interest in > student ideas,
Lou Talman writes, "This seems to equate good teaching with friendliness."
I would say that this conclusion seems to _associate_ good teaching with friendliness, a finding that is difficult to contest absent evidence that being unfriendly to students is instructionally advisable.
Lou Talman also observes, I believe accurately, that "regurgitation is what students want to do." If many students are indeed mathematically bulimic, their condition is likely a result of having been not merely conditioned to spit back information they have been force-fed but, a fortiori, handsomely _rewarded_ for keeping their gag reflex in good working order. Students' desires are above all else reflections of their teachers' practices. Lest anyone think that I am blaming or bashing K-12 educators, please think again. Every pre-college teacher takes her or his last mathematics course in college. The buck stops here....
(Mr) Bill Rosenthal "Dealing in multiplication Department of Teacher Education And still they can't feed everyone." 250A Erickson Hall East Lansing, MI 48824-1034 Eddy Grant firstname.lastname@example.org The phone: 517/432-1503 The fax: 517/353-6393
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