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This-essay is a7807293.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 ========================================================== %STUDENT READINESS-3 780729 Jill cannot be ready to learn meaningfully under the guidance of a teacher whom Jill does not respect intellectually, or with whom Jill does not have rapport. Meaningful learning takes place in a context of mutual trust and respect. Jill's readiness is highly dependent upon mutual trust, respect, and vulnerability. A teacher cannot educe students in the absence of rapport with students. Rapport involves affective and emotional relationships as much, if not more than, intellectual relationships. Student readiness is dependent upon the quality of the relationships between the students and their teachers. Learning is undermined by overt, covert, collusive, incipient, and other types of unresolved value conflicts between students and educators. Student readiness thus depends upon conflict resolution. Ways need to be found to deal with conflicts which undermine students' readiness to learn. Usually conflict resolution will involve some degree of consciousness raising regarding the nature of the conflicts---participants may find it helpful to become conscious of the issues involved in their perception, and articulate those issues in ways which promote mutual awareness and mutual understanding of what the issues are. Covert value-manipulation undermines the rapport which is essential to education, educement. The fear that there may be covert value-manipulation taking place---will inhibit students' readiness, regardless of the "actual" situation. Thus students and educators need to "listen" to each other and become aware of each other's values. They need to be open with each other as to what are the most important realities to participants in the educational ventures, what their priorities are, and how they want to spend their resources. Young students are especially susceptible to peer pressure. Student readiness is for such students dependent upon the perspectives of the peer culture to which the student is responsive. It is rather futile to try to teach that which a peer subculture is not ready to deal with. Student readiness is highly dependent upon peer-culture readiness. Teachers must thus deal with the unresolved value conflicts present between themselves and the students' peer-culture. To ignore those conflicts will not promote student readiness. Teachers will find it helpful to work for mutual awareness and mutual understanding between their profession and the students' sub-cultures. That will involve as much listening as talking, being tuned in to all channels of communication. (c) 2005 by Paul A. Smith in Search for Integrity and Honesty (On Being Yourself, Whole and Healthy) ==========================================================
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This-essay is a7807293.htm which is available at the web-site These 5 lines echo top lines. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One