Teaching in a Secondary School

By Robert Griffin | Go to book overview

he assesses its strengths and notes areas where he needs to improve. He uses these learnings to inform his writing in the future.

I am not suggesting that teachers need to break the students' work down into these components and then prompt students to think in detail about each of them. We could give over class time to go over the operations involved in task completion, but it probably doesn't have to be this handled this systematically. We could simply look for chances to ask students questions of the sort: What are you doing and why? What level of quality are you trying to achieve? How's it going? What are you learning about how to get this kind of work done? How good do you consider this piece of work? How could you do better next time? However you do it, however formal you make it, your goal remains the same: to get students to think about their own thoughts and actions as they go about their work.


SUMMING UP

So what I do is look at the content I am teaching and draw upon the three orientation outlined here -- Bloom-Plus-Significance, Professional-as- Guides, Students-as-Guides -- to define work for students to do that will encourage them to think. What ties all this together is that students -- not me, students -- confront intellectual challenges. They use their brains. They put things in order. They deal with cognitive dissonance, a circumstance where facts and ideas don't fit together, where there isn't a ready answer available. Whatever they come up with, I try to encourage them to identify their own thinking process and explain their rationale: How did you arrive at that answer? Why do you believe as you do? I get them involved in exchanges with others who don't see things as they do. I want them to have to take into account and respond to others' points of view, and I want them to offer their own ideas for others' consideration. I try to create a classroom characterized by diversity and debate. I want to push students to make sense of things, to judge themselves and the world, to create, and to explore for meaning and significance. I want students to value their faculty to think for themselves. It is a wonderful gift they possess as humans.

Play around with what I have said here. Select an area and see if you can devise some work for students that encourages them to think. Experiment with giving students the job of coming up with their own intellectual challenges. We need to remember that it is as important for students to learn to identify what needs figuring out as it is to know how to get to the bottom of something. Ask students: Within the area we are studying, what is the most challenging work you can take on? A last suggestion: Become a more thoughtful person yourself. One way to learn how to teach others to think is to practice it in your own life.

-40-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited page

Bookmark this page
Teaching in a Secondary School
Table of contents

Table of contents

  • Title Page iii
  • Contents vii
  • Introduction 1
  • 1 - Teaching as Work 5
  • 2 - The Self-Surpassing Classroom 11
  • Conclusion 19
  • 3 - Our Values Matter 21
  • 4 - A Focus on Studenting 27
  • 5 - Getting Students to Think for Themselves 31
  • SUMMING UP 40
  • 6 - What is a Good Student Like? 41
  • Conclusion 48
  • 7 - The Importance of Language 50
  • 8 - What Can a Good Student Do? 65
  • Conclusion 71
  • 9 - Teaching Values: The Early Years 72
  • Conclusion 78
  • 10 - What Can Get in the Way of Being a Good Student? 80
  • 11 - Curriculum 88
  • 12 - Becoming a Good Student in School 114
  • 13 - Discussions, Lectures, and Textbooks 124
  • 14 - Motivation 138
  • 15 - Style Counts 149
  • 16 - Advice to a Student on Achieving in School 156
  • 17 - Teaching Values: The Later Years 162
  • 18 - Thoughts on Discipline 181
  • 19 - Helping Students Become More Effective in School 191
  • 20 - Evaluation 200
  • 21 - Planning 211
  • 22 - Teaching and You 229
  • Acknowledgments 239
  • Endnotes 240
  • Index 247
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this book
  • Bookmarks
  • Highlights & Notes
  • Citations
/ 250

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.