Msg. #0801 Teaching in the U.S. Classroom
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| Audience/Grade: | -Graduate |
| Discipline(s): |
All Science and Engineering Engineering Education Research General Engineering, Engineering Science |
| Special Topic(s): |
Teaching and Learning Research Center |
| Learning Resource Type: |
Reference - Article/Document |
| Author(s): |
Richard Reis |
| Description: | "While students in the U.S. are taught as early as elementary school that "there is no such thing as a stupid question," many international TAs and international faculty are stunned by the boldness and occasional na?veté of their students' questions." This posting looks at factors impacting the teaching by international students in the U.S. classroom . It is an extensive excerpt from the newsletter, Speaking of Teaching, produced by the Center for Teaching and Learning (CTL), Stanford University , http://ctl.stanford.edu/Newsletter/ Spring 2002, Vol. 12, No.2. Speaking of Teaching is compiled and edited by CTL Associate Director Mariatte Denman at [mdenman@ stanford.edu.] |
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| Usage Tip | |
| Use of Resource: |
Closing paragraphs From closing paragraph: "This difference in views on the role of a teacher in the classroom has far-reaching consequences in many aspects of education. The notion of supervision and direction primarily implies emphasis on control and evaluation rather than on learning as a process. That is why in the eyes of a Russian teacher American teachers seem to overuse assessment and evaluation. The role of a teacher as evaluator partly explains the special interest of American pedagogical sciences in the development of testing and evaluation techniques-another area where the two countries show significant divergence. Without a conscious effort to understand the obvious divergences between one's home and foreign educational systems, one may easily and mistakenly perceive these differences as idiosyncrasies or quirks of the other society. Seen in the light of careful comparison however, it becomes clear that the educational system of a country is a direct reflection of its culture and is deeply rooted in the nation's mentality. With careful analysis of the cultural and historical roots of one's own educational traditions, dissimilarities may soon become much more comprehensible to those born and raised in another country, and their transition into teaching in the U.S. classroom will be much more successful." |
| Difficulty: |
Easy |
| Interactivity Level: |
Very low |
| Version Info | |
| Publication Date: | May 2007 |
| Platform/Format: |
WWW |
| Cost: |
Free |
| Download URL: | http://ctl.stanford.edu/Tomprof/postings/801.html |
| Metadata: |
IEEE LOM Record |
| Collection: |
Tomorrow's Professor
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