A Quote by Catherine Asaro
The teaching fellow establishes the atmosphere of a class in the first few meetings. I have found that students appreciate having the ground rules clearly defined from the start.
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In middle school, I had a teacher who regularly reminded students of the Monday night Young Life meetings he sponsored; on Tuesdays, he'd spend the first few minutes of class palling around with the chosen ones about all the fun and fellowship they'd experienced together.
I do bring my teaching together with my writing. I make students write in class, and do the same prompts I give them. I'm always on the lookout for teaching poems - poems that inspire me and my students to write poems in response.
I found great value in teaching students from the outset of their studies how to draw very realistically. Otherwise, you're starting deep into the alphabet instead of having started at the start. If you discard essential things like drawing, design, color and so on at the beginning, then you're just sort of floating out in space, without any basis to work from.
Feelings of worth can flourish only in an atmosphere where individual differences are appreciated, mistakes are tolerated, communication is open, and rules are flexible - the kind of atmosphere that is found in a nurturing family.
When I first started teaching at Berkeley in 1958, I could not announce that I was gay to anybody, though probably quite a few of my fellow teachers knew.
Universities want to recruit the students that they believe will best represent the university while in school and beyond. Students with a robust social media presence and clearly defined personal brand stand to become only more influential.
I was teaching drum lessons at a few high schools - everything from marching to classical to rock and jazz. I found that really rewarding, having to explain my thought process, having to think about stuff that I take for granted or as second nature.
I love teaching poetry writing. Students come into the class thinking poetry has to be one way, then leave having created pieces that are wholly original, that have - quite literally - never been made before.
When I was teaching at an institution that bent over backward for foreign students, I was asked in class one day: "What is your policy toward foreign students?" My reply was: "To me, all students are the same. I treat them all the same and hold them all to the same standards." The next semester there was an organized boycott of my classes by foreign students. When people get used to preferential treatment, equal treatment seems like discrimination.
Simply put, some people think they are above rules or even that rules are there to be broken. Once you start teaching that to your kids, this country is really in trouble.
For simplicity one can think of the + class as having one extra base at some point or other in the genetic message and the - class as having one too few.
Arriving to class late is disruptive of the learning process. I think that it is disrespectful to both the instructor and the students. I generally find a problem with students being tardy to my 9:10 a.m. class, in which students would come in thirty minutes late to this fifty minute class. I started locking my door at 9:15 second semester.
The co-existence of religious values in the lives of individuals and secular rules in the governance of the state should be clearly defined.
I just found it interesting to talk to adults I admired, and to discover that the path they took was never all that clearly defined. It was comforting to me when I figured out that you don't have to know what you want to do with your life; you just have to take a few steps in one direction, and other opportunities will open up.
I haven't taught creative writing all that much (my CW teaching consists of a few summer workshops for elementary school children and an eight-week class for older adults), and I don't really know what my teaching style is yet.
I have discovered few learning disabled students in my three decades of teaching. I have, however, discovered many, many victims of teaching inabilities.
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