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This-essay is a7810102.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 ========================================================== %RECEPTIVITY FACILITATING RECITATION 781010 Through receptivity teachers may facilitate recitation. Teachers who are not genuinely receptive will through subconscious communication tend to block classroom recitation. Unreceptive teachers are unlikely to affirm students who recite in ways which reveal their ignorance and confusion. Lack of supportive affirmations when reciting in imperfect ways---will undermine student motivation to recite on subsequent occasions. Even worse, imperfect recitation will often occasion explicit dis- affirmations on the part of teachers who are exclusively oriented towards content---rather than towards students as whole persons. Such dis-affirmations will motivate students to conceal their ignorance and confusion---to avoid recitation. Students who are the victims of such dis-affirmations will learn to play games with their teachers to avoid self-revelation. The teachers will in turn develop testing techniques to extract from students information about what they don't know, and where they are confused. Dialogue will become thoroughly blocked in reciprocal efforts to achieve non-cooperative goals. Recitation will be inhibited and classroom activity will degenerate towards the teacher broadcasting information and the students copying information. Emotionally insecure teachers do not feel safe in facilitating recitation. Recitation may elicit responses which are threatening to the teacher by being critical of the teacher as a person, critical of the teacher's values, challenging the teacher's world-view, or revealing how miserably the teacher has failed to help the students learn the content which the teacher values. Emotionally insecure teachers can not be receptive to students' recitation and so can not facilitate recitation. Emotionally insecure teachers are thus unable to promote the dialogue which is essential to education, educement. Thus emotionally insecure teachers often hide behind lectures, turning their backs to the class while writing voluminously on the blackboard, formal presentations, and other modes of presentation which minimize opportunities for interactions. Formal statements of receptivity will not be convincing in the context of subconscious communications which reveal the insecurity and non- receptivity of the teacher. Teacher security is essential. (c) 2005 by Paul A. Smith in Search for Integrity and Honesty (On Being Yourself, Whole and Healthy) ==========================================================
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