First, individuals that embark upon a career in teaching at theK-12 level typically earn an undergraduate degree in education and servea practicum in which their teaching skills are carefully evaluated. Incontrast, a college professor normally earns a Ph.D. or some otherterminal degree in their specialized research field and marches into theclassroom to enlighten the masses with little or no credibledemonstration of teaching competence. (7) This is paradoxical and, forall but the most naturally gifted teachers, wrongheaded. There is bothan art and a science dimension to effective teaching. The sciencedimension is concerned with a comprehensive knowledge of the subjectmatter, including its historical foundations and research on thefrontiers of the discipline. The art dimension, which is likely to bethe more elusive of the two, is the ability to convey complex materialin terms that are readily understandable to willing and sometimesunwilling students.
The science of psychology, and whatever science of general pedagogics may be based on it, are in fact much like the science of war. Nothing is simpler or more definite that the principles of either. In war, all you have to do is to work your enemy into a position from which the natural obstacles prevent him from escaping if he tries to; then to fall on him in numbers superior to his own, at a moment when you have led him to think you far away; and so, with a minimum of exposure of your own troops, to hack his force to pieces, and take the remainder prisoners. Just so, in teaching, you must simply work your pupil into such a state of interest in what your ar going t teach him that every other object of attention is banished from his mind; then reveal it to him so impressively that he will remember the occasion to his dying day; and finally fill him with devouring curiosity to know what the next steps in the subject are. The principles being so plain, there would be nothing but victories for the masters of the science, either on the battlefield or in the schoolroom, if they did not both have to make their application to an incalculable quantity in the shape of the mind of their opponent. The mind of your own enemy, the pupil, is working away from you as keenly and eagerly as is the mind of the commander on the other side from the scientific general. Just what the respective enemies want and think, and what they know and do not know, are as hard thig for the teacher and the general to find out. Divination and perception, not psychological pedagogics or theoretical strategy, are the only helpers here.
My second observation is that many (perhaps even most) professorsdo not teach particularly well and even those who do it well may not doit well for very long. (8) Universities often do little more than paylip service to good teaching, (9) but virtually all of them valueresearch scholarship and extramural funding. (10) Hence, in most casesthe rewards from exceptional teaching must come from within.
... life goals that I will not be able to work on while completing my educational and career goals. I would like to continue furthering my education through the Axia College of the University of Phoenix to get my Master of Arts in Education/Elementary Teacher Education ...
Art and of essay science teaching
Write about the courses you would like to teach. Remember, this needs to be institution-specific, so some research into the institution you are applying to is helpful here. What courses are already being offered that you might teach? What new courses might you bring to the department? Don't hesitate to contact the head of the search committee if you have questions about the position's teaching expectations. The key here is balance: You want to display some interesting ideas, but don't be too adventurous. It's fine to express interest in interdisciplinary teaching--and it's a good idea to point out how the breadth of your training will allow you to teach a wide range of courses--but don't propose an interdisciplinary course among four departments before you know whether the department that's hiring you is interested in those kinds of experiments.
An Essay on the Art and Science of Teaching
The art of teaching grew up in the schoolroom, out of inventiveness and sypathetic concrete observation. Even where (as in the case of Herbart) the advancer of the art was also a psychologist, the pedagogics and the psychology ran side by side, and the former was not in any sense derived from the latter. The two were congruent, but neither was subordinate. And so everywhere the teaching must with the psychology, but need not necessarily be the only kind of teaching that would so agree; for many diverse methods of teaching may equally well agree with psychological laws.
Abstract:The primary purpose of this essay is to identify instructional practices that can serve to enhance teaching effectiveness. There is both an art and a science dimension to effective teaching. The science dimension entails a comprehensive knowledge of the discipline, both historical foundations and research on the frontiers. The art dimension, which is likely to be the more elusive of the two, involves presenting complex material to students in terms that are readily understandable. Organized around twelve principles, this essay delineates various techniques that may be employed to enhance overall teaching effectiveness, even among those individuals who may not be â€œnatural teachers.â€ Selected lessons from Charles Franklin Kettering, one of America's most prolific inventors, are integrated throughout the essay to bring these teaching principles to life. A secondary purpose of this essay is to offer a critical, albeit constructive, assessment of the teaching profession at the university level.
An ASCD Study Guide for The Art and Science of Teaching…
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