1

Teaching and Learning, A Z

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z

A
ABSORPTION LIMIT ACCOUNTABILITY
Student to teacher. Teacher to student. Student to classmates. Student to family. Student to boss. See also: grades.

ACTIVE vs. PASSIVE LEARNING Speaking Writing Listening Reading ADULTS AMBITION ANALYSIS ANARCHY
See also: brainstorming, order.

ATTITUDE Teachers towards students. Teachers towards education. Students towards teacher. ATTRITION Attrition is demoralizing to teacher and class. Students vote with their feet. Presence is a vote of confidence.

2 However, not every student is worth retaining. There are always those who will be a drag on the class, who for the good of the class the teacher need not struggle to retain.
See also: attitude.

AUTHORITY Authority in teaching, as in anything else, is legitimate influence over others. It is not mere power. It differs from power in its moral component and because, while power may be used for good or ill, authority does not connote coercion. Authority has the unusual quality of being dual, or reciprocal, and thus dependent upon others for its fulfillment; in the classroom, it is composed both of a teachers knowledge, character, and conduct and of students respect given back to the teacher in free acknowledgement of the teachers greater understanding of the subject at hand and greater ability to convey it. Power, on the other hand, is coercive force the exertion of will to command action whose basis is dependency and often fear. As such, it has no place in teaching; its use is contrary to students interests.
JAMES M. BANNER, JR. and HAROLD C. CANNONi

AUTODIDACTISM

B
BATHROOM BREAKS BENEVOLENT DECEPTION BEAUTY The beautiful is sooner remembered than the prosaic (?). BIG PICTURE See also: culture. BLANK SLATE BODY LANGUAGE
See also: breath, communication, energy, eye contact, posture, voice.

BOOKS A book lends a structure to the classroom. It offers a very tangible goal. A teacher should depart from it wisely, but he should finish it finishing it offers a sense completion.
See also: productivity, systematic.

3 BOOKS ON TAPE BRAHMINS BRAINSTORMING BREAKS BREATH Should be good.

C
CALM CARROTS
See also: sticks.

CELL PHONES Should be off if possible. Parents with small children should be allowed to keep cell phones on but on vibrate. A ringing phone distracts the class. If a student needs to answer the phone, s/he should leave the classroom quietly. There is no talking on the cell phone in class. CHARISMA CLOKS in the CLASSROOM COMFORTABLE, but not too COMFORTABLE COMMUNICATION The most important thing in communication is hearing what isnt said.
PETER F. DRUCKERii

See also: body language, fear, tone, whiteboard.

COMMUNITY It is a teachers responsibility to transform his classroom into a community. Having friends in the classroom makes students want to spend time there. COMPETITION See also: ambition.

4 CONCENTRATION
See: focus.

CONFIDENCE CONVERSATION CREATIVITY

See also: anarchy, brainstorming.

CULTURE CURIOSITY

D
DESK The teachers desk should be uncluttered, as an example to the students. The students desks should be uncluttered so that they may focus. DIDACTICISM DIFFICULT STUDENTS DISCIPLINE DISCOVERY
See also: odyssey.

DRESS
See also: formality.

DYNAMISM

E
ECCENTRICITY EFFICIENCY EMOTIONS

5 ENERGY EQUALITY ETHICS ETTIQUETTE EXPECTATIONS, TEACHERS of STUDENTS EXPERTISE EXTRA CREDIT EYE CONTACT

F
FAIRNESS FAVORITISM
See also: popularity.

FEAR FIRE THE TEACHER

See also: independence.

FILMS FITNESS FOCUS FORMALITY FRIENDSHIP BETWEEN TEACHERS AND STUDENTS FUTURE Class does not begin when class begins. Class begins before class begins. In other words, the mind must be prepared to learn.
See also: attitude.

G
GLUCOSE
See also: sleep.

GOALS GRACE GRADES Introduce a dual track system for non-credit classes, giving ambitious students the option of a grade. Criteria explained clearly. Rubric.

GRAVITAS

H
HABITS HOMEWORK HOPE
A leader is a dealer in hope. NAPOLEON BONAPARTEiii

HYDRATION and the BRAIN HYSTRIONICS Take your belt off and whip yourself or hang yourself. Change your tone of voice. HUMOR
See also: jokes.

HUMILIATION Never.

I
IGNORANCE IMAGE IMAGINATION INCENTIVES See: carrots, sticks. INDEPENDENCE
See also: fire the teacher

INDIVIDUAL and the CLASS Different students have different needs. Cater to them.
See also: extra credit.

INFORMALITY INTELLECTUAL FURNITURE INTERROGATE THE SENTENCE INTUITION See: formal and informal knowledge.

J K L

JOKES

KNOWLEDGE, FORMAL and INFORMAL / KNOWLEDGE vs INFORMATION Students know and use many structures having heard them on the street or read them in books. That does not mean learning grammar formally is superfluous. Done well, grammar is an accelerator; it teaches students to recognize patterns; it is the theory on which the best practice ultimately depends.

LEADERSHIP A leader is a dealer in hope.

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NAPOLEON BONAPARTEiv

LECTURE LENGTH OF CLASS LESSON BANK LESSON TYPES Who, what, where, when, why, how Cutting up sentences into individual words and punctuation symbols (word order). Reading a story and changing it to future tense. Free conversation Pronunciation Consonants Vowels Dictation Vocabulary Writing Students can be reluctant to write. When they are in the classroom, however, they are captives. While some might question using classroom time to write (writing is, after all, a mostly solitary activity, so it lends itself better to HW), students who will not write at home (perhaps from fear) should be made to write in class. LISTENING LOVE

M
MAESTRO MARGINAL RETURNS See also: optimal time. MEASUREMENT What gets measured gets done. [Balmer?]

See also: results. MEDALS for PERFORMANCE MEMORIZATION A slug crawling across each letter. MEN and WOMEN MISCHIEF MISTAKES How should a teacher confess to his mistakes? Note: students seem to love it when I publicly announce an error, keeping score with them. But of course, it is better to rig the game, taking bigger hits than the students.
See also: fairness.

MODEL MORALE MORALITY MP3 PLAYERS MULTIMEDIA MYSTERY

N
NAMES Each student should know every other student by his/her name. This promotes community. NOMENCLATURE NOTEBOOKS Students must keep a good notebook. This is a log of their progress. They should be expected to know what is in their notebook. A teacher should encourage students to show him their notebooks.

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NOTES to STUDENTS

O
OBSERVATION OBSESSION TO KNOW ODYSSEY
See also: discovery.

OFFICE HOURS OPTIMAL TIME ORDER

See also: anarchy.

ORGANIZATION Zip lock bags and binders.

P
PACING PARKING (BEHIND THE DESK) PARTNERING / CHOOSING PARTNERS PARTNERS IN CLASS PARTNERS OUTSIDE CLASS PASSION PAST
See: reflection, repetition.

PATIENCE PERFECTIONISM Japanese: kanzi?

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PERSONALITY PLAY PLEASURE POPULARITY (and POPULISM)

See also: favoritism.

POSTURE PREPARATION PRESENTATIONS PRACTICE PRESENT To be in the moment. PREPARATION PRIORITIES A teacher must set the agenda. PROCRASTINATION PRODUCTIVITY PROFANITY PROFFESSIONALISM PROVOCATION
See also: temptation.

PUNCTUALITY

Q
QUESTIONS
See also: curiosity.

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QUESTION BANK

R
RAPPORT RATIO of TEACHER TALK / STUDENT TALK READING RECORD KEEPING RECORDINGS REFLECTION RELAXATION REMEMBERED Will you be remembered? REPETITION If you lose the spirit of repetition, your practice will become very difficult. Shunryu Suzuki REPUTATION Does it precede you? RESULTS

S
SACRIFICE SARCASM SCAFFOLDING Is it necessary for students to always know a teachers motives? Perhaps this sometimes distracts from the lesson at hand.
See also: benevolent deception.

13 SEMINAR & LECTURE MODELS SERIOUSNESS SHAME

The attraction of knowledge would be small if one did not have to overcome so much shame on the way. NIETZSCHEv

SHAVING SHYNESS SLEEP

See also: glucose.

SMILING
See also: laughter.

SPACE and CLASSROOM ORGANIZATION How does the distance between one student and another and between students and teacher affect the atmosphere of the classroom and the learning process? Surely, its a bad thing when students are looking at the back of each others heads.
See also: eye contact.

SPEAKING Timing:
See also: voice.

SPRETZATURRA (Sp?)
See: grace.

STANDARDS STICKS While a teacher should avoid coercing students (see: authority), Humboldts model of a university without grades appears to have failed. STRATEGIES for LEARNING THE STRONG and THE WEAK STUDENT as TEACHER
See also: the strong and the weak.

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STUDY HABITS STYLE Style should be the medium through which content is communicated. A good style engages and focuses attention on the content; it does not distract from it.
See also: eccentricity.

SUBJECTS A good teacher imparts not merely the subject at hand. A good teacher imparts something more. A good teacher understands the context of his subject: life. Thus, for example, a teacher of English should not merely convey the language per se; he should convey something of the history of that language, of the culture of its speakers, etc. SUGGESTION BOX SYSTEMATIC
See also: efficiency, productivity.

T
TANGENTS TEACHER as ACTOR TEACHER as ARTIST TEACHER as COLLEAGUE TEACHER as CONFIDANTE / CONFESSOR TEACHER as FATHER TEACHER as FOOL TEACHER as FRIEND TEACHER as MAGICIAN

15 TEACHER as MASTER TEACHER as PHILOSOPHER TEACHER as PRIEST TEACHER as SCIENTIST / TECHNOCRAT TEACHER as STUDENT TEACHER STUDENT RELATIONSHIP TEACHER as TOUR GUIDE TEACHER as WAITER TEMPERATURE in the CLASSROOM TEMPTATION TESTS Difficulty: Not so difficult students feel stupid. Not so easy students become complacent. Purpose: To measure knowledge. To detect ignorance. To understand a students position in the class. To create accountability and inspire studying. Timing: Regular enough to encourage regular studying. TESTING THINKING TIMING
See: speaking.

TIME of CLASS Is it better for a class to be in the morning?

See also: length of class.

TONE
See also: rapport.

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TRAGEDY
See: gravitas.

TRUST TRUTH
See also: thinking.

TYPES of STUDENTS

U
UNEDUCATED STUDENTS

V
VARIETY VIRTUAL WORLD Avatars for learning. VOCABULARY VOICE Dynamism: Pitch: Tone: Volume

W
WEB SITES WHITEBOARD Should be clean, uncluttered, kind of like the page of Google.com WILL POWER
See also: concentration, glucose.

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WORD CHOICE Be concise in your writing and talking, especially when giving instructions to others. EPICTETUSvi
See also: white board.

WORD PROCESSORS WRITING

X Y Z

The Elements of Teaching. New Haven: Yale University Press. 21. Source unknown. iii brainyquote.com: Retrieved 8 March 2008. iv brainyquote.com: Retrieved 8 March 2008. v Friedrich Nietzsche. Beyond Good and Evil. Trans. Walter Kaufmann. 65. vi Source unknown.
ii