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This-essay is "a7312221.htm" which is available at the web-site See more notes at the bottom. Previous-Essay <== This-Essay ==> FOLLOwing-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %WORKING WITH STUDENTS 731222 The research oriented scientist who also has teaching responsibilities may often spend more time and concern in association with research than with students. To such a person an increased concern for the needs of students may be expressed by spending more time in preparation for presentations to students, but still spend the time in the same states of consciousness characteristic of the preparations for presentations to fellow researchers. The preparation time is most likely spent with others also involved in making preparations, or by self alone. Preparation time almost by definition is not time spent with students who are to benefit from the preparation. If the instructor has an image of the instructional process wherein the student receives instruction and accumulates information, knowledge, and skills; then the purpose of the preparation time is to maximize the rate of transferral of information, knowledge, and skills from the trainer to the trainees. The more adequate is the preparation, the more efficient is the time spent together, and the students will internalise more of the relevant fundamentals. Such a self-image with respect to the instructional process permits the instructor to continue working in the same states of consciousness as typify research work, but with the ostensible purpose being the welfare of students. It will not be helpful to deny the value of spending time in preparation so that time spent with students may be more helpful. Neither will it be helpful to deny that many science instructors have a tendency to budget their time with an excessive fraction of their time devoted to preparation, and too little of their time spend in dialogue with students. Constant preparation of materials which are conceived in ignorance of the nature of real students is wasted preparation. Constant preparation of materials suitable for only a very small fraction of students in need, is also wasted preparation. This difficulty will most helpfully be resolved by drawing into the science education program persons whose first love is to work with real students, and who are fascinated by the content of the sciences only secondarily --- but yet with real competence. ==========================================================

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