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My Educational Philosophy |
Excerpts from The Craft of Teaching: A Guide to Mastering the Professor's ArtWhether scientific talent is sought, or simply the more general ability to profit from advanced study, evidence of self-motivation, perseverance, curiosity, initiative, strong interests, and ability to work hard and independently are as important as grades and test scores. ~ Kenneth Eble, The Craft of Teaching Doing entails risk. ~ Kenneth Eble, The Craft of Teaching Ranging beyond a single interest also seems to be a good sign in prospective teachers. . . . The scholar needs range. ~ Kenneth Eble, The Craft of Teaching At the worst, [graduate education] offers the prospective teacher something to fight free from—constraining, anxiety-ridden learning that stands in the way of developing as a teacher. ~ Kenneth Eble, The Craft of Teaching The difficulty is, in part, that scholars of modest competence—most of us—take the course most open: exacting work within a narrow range. That same degree of exacting competence applied to a broader range surely would better serve the effective undergraduate teacher. ~ Kenneth Eble, The Craft of Teaching Whether [teaching] contexts come from richness of experience, a restless curiosity, opportunities for leisure and study, or from an education aimed at breadth, they are necessities for affecting the learning of diverse students. ~ Kenneth Eble, The Craft of Teaching Professors gravitate to the bright, well-prepared students. They are easier to teach, and they appear to profit most from instruction, which may simple mean they are most like the professors. But in the increasing pluralism and decreasing professionalism of colleges and universities in the next decades, the master teacher is likely to be the one who can provide contexts for many kinds of students. ~ Kenneth Eble, The Craft of Teaching
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