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This-essay is a7810291.htm which is available at the web-site www.essayz.com. 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 ========================================================== %EVALUATING TEACHING EFFECTIVENESS 781029 Usually we approach the evaluation of teaching effectiveness by listing what the teacher is supposed to be teaching---and then seeking to evaluate how effective the teacher is in fulfilling expectations. Such as approach tends to ignore much of what the teacher is teaching, because it is not expected. We might gain greater insight into teaching effectiveness by turning the process up-side-down; by beginning with the question, "What is the teacher teaching?" We may reasonably assume that each teacher is effective in teaching something, and make progress by trying to identify what the teacher teaches well---whether or not it is valued by formal institutional criteria. Some teachers are very effective at teaching students to be passive receptacles of information for storage--- until destructive read-out occurs on the final exam of the course. Other teachers specialize in teaching students not to trust their own common sense and judgment. Many science teachers are very successful in teaching their students that science is mysterious, complicated, hard to learn, for males only, and inconsistent with humane considerations. Many composition teachers effectively teach students that the technical aspects of formal communication are far more important than honest expression of important personal concerns. Most science laboratory instruction succeeds in teaching students that the essence of science is getting your experiment to turn out just like some authority says it should. Most teachers do well at helping students learn that the views of recognized authorities are for more worthy of discussion than are the students' experiences, perceptions, questions, intuitions, concerns, hopes, fears, and aspirations. The problem with asking what teachers are teaching well, is that the answer is best provided by the students through extended dialogue and listening. Most teachers and administrators fear to receive the likely answers to the question; besides, it is difficult to elicit perceptive and honest answers to the questions. The answers to the question are not likely to be very useful, unless you have first liberally educated the students. How many teachers would trust their graduates to say what they had been taught? (c) 2005 by Paul A. Smith in www.essayz.com Search for Integrity and Honesty (On Being Yourself, Whole and Healthy) ==========================================================
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