Return-Path: <nifl-povracelit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id e9JFSR903633; Thu, 19 Oct 2000 11:28:27 -0400 (EDT) Date: Thu, 19 Oct 2000 11:28:27 -0400 (EDT) Message-Id: <000101c03aab$db8f63c0$ebd63ad0@v5rng> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-povracelit@literacy.nifl.gov Originator: nifl-povracelit@literacy.nifl.gov Sender: nifl-povracelit@literacy.nifl.gov Precedence: bulk From: "Stacey Downey" <sbdowney@starpower.net> To: Multiple recipients of list <nifl-povracelit@literacy.nifl.gov> Subject: [NIFL-POVRACELIT:201] Importance of Teaching Passion X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 5.50.4133.2400 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 2548 Lines: 59 George Demetrion wrote: > I speculate that a teacher does > the best conceivable job when working out of his/her passion . . . > because such engagement calls out > maximum energies and infuses the teaching process with enthusiasm, care... George, I agree. And I wouldn't want us to underestimate the power of a teacher's enthusiasm/passion. In Quantum Teaching (DePorter, Reardon and Singer Nourie, Allyn & Bacon, 1999), the authors discuss the critical importance of developing rapport between teacher and learner, in order to get the most out of each teaching moment. "Developing rapport can mean less work in engaging students, easier classroom management, longer focus time and more fun." Rapport emerges when you've created a safe learning environment. Without rapport, learners may feel threatened and will be more risk-averse in the classroom, which we know can slow down or even halt the learning process. Adult learning involves taking risks -- for both individuals in the learning partnership -- learner and instructor. I'm afraid that this notion may be overlooked in our professional development training and discussions because rapport may be viewed as an inevitable byproduct of good teaching, or as mere icing on the cake. But I believe that rapport can be cultivated and improved. The key is in truly respecting learners and in teachers seeing themselves as partners in the learning process. I still reminisce about the great teachers I've had, and invariably they are teachers I liked. But that's oversimplifying the attraction. These individuals are teachers I respected and admired, who I connected with through love of literature and language, and who I know respected me. Last weekend, my college professor was in Washington, DC to do a reading from his memoir. The audience at the independent bookstore on a holiday weekend was quite small, and as I approached him, I worried that he might not remember me since I graduated 12 years ago even though his lessons are still imprinted in my mind. But what I'd forgotten is that just as my great teachers inspired me and remain vivid in my mind, my being an engaged and enthusiastic learner inspired them too. A slang expression seems apt here. "Right back at you!" This passionate enthusiasm for learners and lifelong learning is the difference between a good teacher and a truly inspired teacher. Stacey Downey Stacey Beth Downey Consultant/Writer One Scott Circle NW #306 Washington, DC 20036 202/387-5458 voice 202/462-5419 fax sbdowney@starpower.net
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