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- W2036467154 abstract "Criticism of public education-and of those responsible for it-seems to be the order of the day. While much criticism is ill advised and betrays ignorance of what really goes on in our classrooms, a great deal of current comment rings with sincerity and is founded on fact. Criticism directed toward the teaching act itself and the quality of the learning that results, particularly, deserves attention. Evidence of the need for improvement in the teaching-learning process can be found in many classrooms. Even the naive observer is struck by the almost total dependence on textbooks, workbooks, and teaching manuals. Materials often dictate rather than contribute to the instructional process. The tail wags the dog! Children actively engaged in classroom activities often show complete ignorance of what they expect to learn from their efforts. They do not know why they do what they do! We may well ask the reason for this state of affairs and go on to seek reasonable remedies. Can it be that many teachers don't care? Educators who have worked with many teachers in many places will discard this explanation immediately. Most teachers are deeply concerned and want to give children the best possible instruction. We are left with two other possibili ies. First, some teachers may not have a clear idea of what teaching is. Their grasp of the key elements of instruction may be hazy. They may fail to see how the elements that make up teaching fit together. Second, many teachers who do have sound perceptions of the teaching act may lack sufficient skill in performing instructional tasks." @default.
- W2036467154 created "2016-06-24" @default.
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- W2036467154 date "1959-03-01" @default.
- W2036467154 modified "2023-09-25" @default.
- W2036467154 title "The Common Tasks of Teaching and Learning" @default.
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- W2036467154 doi "https://doi.org/10.1086/459738" @default.
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