Teaching in a Secondary School

By Robert Griffin | Go to book overview

Endnotes

INTRODUCTION
1
The book: Robert Griffin, Underachievers in Secondary School ( Hillsdale, NJ: Lawrence Erlbaum Associates Publishers, 1988).
2
For information on obtaining the tape -- it is called "Promoting Achievement in Sport and School"-- write: Media Library, Pomeroy Hall, 489 Main Street, University of Vermont, Burlington VT 05405. There is a rental charge.
3
For information on PASS, see Robert Griffin, "Helping Athletes Excel in Sports and in School," The Education Digest, February , 1992, pp. 69-73. Also, you can write the American Sports Institute, which operates the program, at Box 837, Mill Valley, CA 94942

1: TEACHING AS WORK
1
If you wish to explore further my frame of reference, refer to my statement (the first 10 pages of the article) in Robert Griffin and Robert Nash, "Individualism, Community, and Education: An Exchange of Views," Educational Theory, winter, 1990, pp. 1-18. Note the references I cite in that piece, particularly David Cooper, Authenticity and Education ( Boston: Routledge, Chapman, and Kegan Paul, 1983); and Herbert Gans, Middle American Individualism ( New York: The Free Press, 1988).
2
Michel Foucault, the French phioosopher, was quoted just before his death as saying, "You see, that's why I work like a dog and I worked like a dog all my life. I am not interested in the academic status of what I am doing because my problem is my own transformation. That's the reason also why, when people say, 'Well, you thought this a few years ago and now you say something else,' my answer is,' Well, do you think I have worked like this all those years to say the same thing and not be changed?"' From Lawrence Kritzman, ed., Michel Foucault: Politics, Philosophy, Culture ( New York: Routledge, Chapman, and Hall, 1988), p. 14.

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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
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