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Charles Brewer ’54 honored for contributions to psychology
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Books by Wilbert Mckeachie
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See all condition definitions - opens in a new window or tab. About this product. ThriftBooks Store thrift. Search within store. To make a difference, teachers must be willing and able to create a conducive, social environment for learning and students have to be open to the experience of learning in this environment. The question is, of course, how to get this dance started in the first place and then how to keep it going. In his presidential address to the Society for the Teaching of Psychology, Neil Lutsky offered a possible answer.
Teachers must be enthusiastic about their subject matter if they wish their students to become interested studying the subject matter. There is no single best way for teachers to express their passion in the classroom; it differs for all of us. Jane Halonen , Para. The learning experience is particularly powerful when students are engaged in activities that have personal relevance in understanding oneself as well as others Fink, Where do compelling examples come from?
One could look at the classic studies in psychology — these studies are significant not merely because of elegant experimental design, but because they inform us about something particularly relevant in our lives. Fortunately, psychology has no shortage of such studies. One need not look any further than an introductory psychology text to find scores of such examples. Another source of examples rests with the students themselves. Taking time to chat with students about their interests, hobbies, and aspirations often sets the stage later for tying a psychological principle to what students are currently experiencing in their lives.
Chances are that you may have several students in any one class who plan to enter the business world once they graduate. Demonstrating caring is an essential step in establishing rapport with your students — the contextual superglue that binds student and teacher together in the quest for learning and self-improvement. Of course, there are many elements to developing rapport with a class in addition to using real-life examples.
Making a difference is not about what we teach. Rather, it is about how we teach. What matters more, at least from a general student perspective, is that teachers create a supportive and caring classroom atmosphere in which they can inspire their students to become more confident, motivated, and effective life-long learners while conquering the subject matter.
It is essential for teachers not only to consider how students will benefit intellectually from coursework, but also how students will benefit personally and emotionally from it. Benson, T. Rapport: Its relation to student attitudes and behaviors toward teachers and classes.
Más títulos a considerar
Teaching of Psychology , 32 , Brewer, C. Reflections on an academic career: From which side of the looking glass? Buskist Eds. McKeachie pp. Mahwah, NJ: Erlbaum. Buskist, W. Rapport-building: Creating positive emotional contexts for enhancing teaching and learning. APS Observer , 14 3 , , Elements of master teaching. McKeachie and Charles L. Brewer pp.
McKeachie, Wilbert James [WorldCat Identities]
Fink, L. Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass. Halonen, J. The path of less trouble. Benson, C. Burke, A. Amstadter, R.
Siney, B. Beins, V. Irons, J. Lowman, J. Mastering the techniques of teaching 2nd ed. Lutsky, N. Not on the exam: Teaching, psychology and the examined life. Svinicki, M. Belmont, CA: Wadsworth. Teven, J. The impact of teacher immediacy and perceived caring on teacher competence and trustworthiness. Communication Quarterly , 52 , Titsworth, B. Communication Education , 50 , Weimer, M. The disciplinary journals on pedagogy. Change , 25 6 , Wilson, J. Professor immediacy behaviors associated with liking students.
Related The Teaching of Psychology: Essays in Honor of Wilbert J. McKeachie and Charles L. Brewer
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