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This is http://www.essayz.com/a9212102.htm Previous-Essay <== This-Essay ==> Following-Essay Click HERE on this line to find essays via Your-Key-Words. {Most frequent wordstarts of each essay will be put here.} ========================================================== %UNCERTAINTY RELATION TEACH STUDENT PROF GRADE 921210 In teaching there is an uncertainty relationship pertaining to the evaluation of the students's learning and the quality of student/teacher relationships. If the relationship between student and teacher is very distant, objective, formal, structured, and/or conformal---then the teacher cannot be well informed about the nature of the student's learning experience; and so cannot facilitate the student's learning experience well, and cannot appraise the student's learning experience well. A high level of certainty about objective aspects of the student means small uncertainty about those aspects; and is associated with a large uncertainty about the quality of instruction and the quality of the student's learning experience. Small uncertainty about objectively measured aspects of students is usually associated with large uncertainty about the quality of the instructional relationship between the student and the teacher. The product of the two complementary uncertainties is usually of the same order of magnitude. People who are preoccupied with minimizing the uncertainty about objective aspects of students' learning are usually preoccupied with not having their objectivity compromised by becoming emotionally involved in reflexive intimate dialogue with students. Thus they disqualify themselves from being able to appraise the quality of their instructional relationship with students; and also from being able to appraise the quality of the students' learning experiences---which are essentially reflexive in nature. Teachers who are preoccupied with getting to know students well through reflexive intimate dialogue run the risk of losing objectivity and letting their emotional involvement cloud their judgments. They may not value objectivity sufficiently highly. The uncertainty in their appraisal of the objective aspects of what their students have learned, may be quite high, even if they are not at all uncertain about the nature of the students' learning experiences and about the nature of their personal relationships with the students. The product of the two complementary uncertainties is usually of the same order of magnitude. A preoccupation with one pole of human relationships in the spectrum from I-It to I-Thou does not provide a means for transcending the uncertainty relationship between the two complementary kinds of uncertainty. (c) 2005 by Paul A. Smith in (On Being Yourself, Whole and Healthy) ==========================================================