Average rating 3. Rating details. All Languages. More filters. Sort order. Start your review of The Act of Teaching. Jeni rated it liked it Feb 16, Kimsuong Lupin rated it it was ok Jan 24, Wanjunbang rated it it was amazing Dec 28, Carrie Griffin rated it it was ok Jan 19, Michele rated it liked it Apr 21, Roni Haddad rated it really liked it Sep 24, Paula rated it really liked it Apr 14, Alison rated it really liked it Mar 25, Hillary rated it really liked it Dec 16, Nicole Deshazer rated it liked it Aug 01, Samuel Raup rated it it was amazing Dec 01, Hoda Marmar rated it liked it Feb 28, Christopher Sibley rated it really liked it Feb 11, Dustin rated it really liked it May 21, Constanza rated it liked it Nov 12, Which is NOT a current trend in American families?
Which is true of American families concerning divorce? Concerning family trends, which is NOT associated with divorce? Which type of child suffers most from a lack of affordable day care? When teaching economically disadvantaged children, teachers should A. Good levels of which ability often leads to success in at-risk children? Which challenge facing schools concerns the concept of equal treatment and opportunity?
Which challenge facing schools is considered when schools provide computer labs? Which challenge facing schools is considered in the promotion of the value and richness of the cultural background of its students?
Which challenge facing schools is considered when schools provide before and after school child care? Which factor affecting a child's teachability concerns the diversity of the student population? Which factor affecting a child's teachability considers the native language in the home? Which factor affecting a child's teachability concerns the mental well-being of the student? Which factor affecting a child's teachability concerns parent education? Which factor affecting a child's teachability considers social influences?
Describe the general relationship between family influence and school success. The family social and economic background is related to a child's school success. With help, learners can overcome shortcomings in both social and economic background. Even with social and economic shortcomings, a strong family culture can lead to academic success for students.
In general, school success is related to family makeup. Explain how academic optimism on the part of a teacher would affect the achievement of students. Teachers with academic optimism emphasize intellectual activity and student achievement, trust students and parents, and believe that the faculty of a school can collectively make a difference.
Generally, they have students who, on average, score higher on state achievement tests. Contrast children in households of two biological parents with children in households of only one. Duty to participate actively in civic affairs, and in the promotion of the general welfare. Duty to exert his rights responsibly. Elementary School Teachers 1.
BEED Graduate 2. Secondary School Teachers 1. Right to be informed of the charges in writing. Right to full access to the evidence in the case.
Right to defend himself and be defended by a representative of his choice. Right to appeal to clearly designated authorities. Right for a married couple, both of whom are school teachers, to be employed in the same locality whenever possible. Hours of Work and Remuneration 1. Enjoy academic freedom in the discharge of professional duties regarding teaching and classroom methods.
Enjoy free physical exam and free medical treatment or hospitalization. Salary scale — gradual progression from a minimum to a maximum salary by means of regular increments, granted automatically every after three years. Granting of cost of living allowance. Additional compensation for service excess of 6 hours actual classroom teaching, hardship allowance and automatic retirement promotion. Indefinite leave 3. Maternity leave with pay for 60 days.
Vacation leave with pay. These and other elements can, in some way, be measured and translated into principles. Yet like any work of art, their expression emerges from the coalescing of unique features like the flow of discussion, or teacher-student relations that are best described and experienced, not quantified or qualified. Possible iterations are as endless as the people capable of teaching and learning, but all demand immeasurable quantities of love and commitment if they are to be realized.
It is course design married to expression. In this way, every successful teacher is an artist. Love is at the root of everything — all learning, all parenting, all relationships — love or the lack of it. With each name comes a unique color or intonation defining teaching in different ways. Dewey alone described the teacher as an artist, lover, gardener, composer, social engineer, and more Simpson, et.
Serving as a through line in many of these conversations, the art of teaching thrives through a kind of expressive personality. Friendly and open personalities often mark excellence in teaching: successful teachers have been shown to express their trust in students and willingness to invite students into their intellectual curiosity Bain The freedom to convey these traits derives from the particular choices a teacher makes in the wording of their syllabus, the ways they draw student attention, their sensitivity to human emotion.
Instead, individual teachers, guided by theory, experience, principle, inspiration, and instinct, cultivate their particular approaches that, in turn, define their teacherly profile. However, this art can be hampered when the conditions governing learning in a course are not set by the teacher. A syllabus can emphasize these points; a course design pursuing particular learning objectives can be aligned to meet these principles; but only the ongoing perception and creativity of the teacher in daily decisions, narrative flow, directing of attention, and encouragement of student thought can cultivate a consistent learning environment as such.
James Lang writes that, more than technology, design, objectives, and content, being fully present with students provides the most vital impression for them. Distracted teachers guided by technological prompts or measurable practices alone can only succeed so far; present teachers, committed to their students and invested to the point of their own excitement fueling student creativity, perform a balance and work of empathetic teaching that can only be called an art.
If art is human expression about the world, then teaching is human expression about the unfolding and ever-changing ways that we think and learn about the world. This art must be relational, for the ways we learn about the world cannot be pointed to and dissected, but only embodied and experienced: patience, empathy, collaboration, awe, and transformation.
Ideally, readers will treat their teaching as they likely already treat their own scholarship or artistic creations: as serious and important intellectual and creative work, as an endeavor that benefits from careful observation and close analysis, from revision and refinement, and from dialogues with colleagues and the critiques of peers. Like writing, teaching can be taught, mentored, and made into principles; but its actual expression will always have an individual style, a personal approach, a unique coalescence of practices that cannot be replicated by others.
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