Those Who Can Teach
"I think a passion and commitment to give something useful in everyday live distinguishes you as a teacher," says Professor Greenfield. Everyday, she tries to breathe the life of that mantra into her classes, where she seeks to infuse her students not only with the in-depth knowledge of the course they are in, but also the ability and desire to sit down on the weekends with a copy of The New York Times Science section. Greenfield is not alone; according to the American Psychological Society's "Those Who Can, Teach," other pedagogues like Satinoff and Buskist have found that their position as teachers is a unique one, where they can do more than merely instilling knowledge in their students, but also the interminable rapture of learning. The ability to do that - to truly teach - is the secret, and as researchers and lecturers alike, they have spent years investigating, learning, compiling, and now teaching the components of being a master teacher. William Buskist did not begin his career in education to teach; likewise, neither did Evelyn Greenfield. Both researchers at heart, Buskist saw teaching as the means to provide a livelihood and umbrella institution for his research, but while he and Greenfield were involved in their
He found ten traits that, across the board, were common among master teachers. First, master teachers do not hang their hats on lecturing and recitation, but instead focus on the problem-solving skills that excite critical thinking skills in the students. That does not preclude the importance of lectures, but merely shifts their design. At the same time, he found it integral to maintain the content of those lectures and classroom activities, keeping it current. Master teachers, he found, infuse their lessons with examples that relate their material to their students. Personal stories, anecdotes, and their own research stress the relevancy of the coursework to the students in an accessible manner that also finds a way to express the teacher's own excitement with the material. The seventh characteristic he outlines is one of risk. "Master teachers view teaching as an experimental endeavor that naturally entails risk." (25) They "tinker" with their coursework, are not afraid to try something new and fail, and are able to accordingly continue on the path to creation of a solid classroom experience after trial and the equally important failure. They embrace that risk and failure is something that cannot be isolated only in the pedagogic atmosphere, but also something for the students. "Master teachers use tests for both evaluation and instructional purposes." Regular testing, particularly in a thematic and not detailed/factual manner, lets the students know their own levels and accomplishments, but also helps the teacher know where improvement in the lessons and individual attention is needed. They also serve to promote high acade
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Approximate Word count = 1113
Approximate Pages = 4 (250 words per page double spaced)
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