A Quote by Derek Bok

Teaching methods are often inadequate for the goals faculties are trying to achieve. Important courses such as expository writing and foreign languages are frequently taught by untrained graduate students and underpaid adjunct teachers.
Given the devaluation of literature and of the study of foreign languages per se in the United States, as well as the preponderance of theory over text in graduate literature studies, creative writing programs keep literature courses populated.
Teachers are expendable, overworked, underpaid, and many times disrespected by students, parents and higher-ups. Nonetheless, these teachers still show up because there are some who are teachers indeed.
We often assume that all teachers within a discipline address the same curriculum. This isn't always the case. We frequently find gaps between goals and what is actually taught, and these gaps can have a lasting impact on a child's learning.
I am relieved that, in my own teaching, I don't have to moderate between high stake teaching and education for the virtues. If I did, I would give students the tools to take the tests but not spend an inordinate amount of time on test prep nor on 'teaching to the test.' If the students, or their parents, want drill in testing, they'd have to go elsewhere. As a professional, my most important obligation is to teach the topic, skills, and methods in ways that I feel are intellectually legitimate.
I took my teaching responsibilities very seriously... I taught some great courses: Legal history to feminist theory, courses in American mass culture... I love teaching - I mean really love it.
I teach one semester a year, and this year I'm just teaching one course during that semester, a writing workshop for older students in their late 20s and early 30s, people in our graduate program who are already working on a manuscript and trying to bring it to completion.
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.
The thing that's depressing is teaching graduate students today and discovering that they don't know simple elemental facts of grammar. They really do not know how to scan a line; they've never been taught to scan a line. Many of them don't know the difference between 'lie' and 'lay,' let alone 'its' and 'it's.' And they're in graduate school!
The teachers that we actually learn more from are the ones that taught us life lessons more than trigonometry. And they have such a huge responsibility and they're under-appreciated and underpaid. So that's my opinion of teachers.
The truth of the matter is that about 99 percent of teaching is making the students feel interestedin the material. Then the other 1 percent has to do with your methods. And that's not just true of languages. It's true of every subject.
Writing has taught me a lot - though far from everything - about writing, so as time has passed, it has become more pleasurable if not easier. I've done other things in life, but writing is by a factor of 10 the most difficult among them. And, of course, you never achieve what you set out to achieve, so you must keep on trying to do better.
In essay writing, I'm trying to push the form of expository writing. I'm trying to remember, trying to reckon, trying to find connections with the world, the nation and me, but I'm always trying to push the form, too, without being too obvious that I'm trying to push the form.
Even though their arguments did not invoke religion, I think we all know what's behind these arguments. They're trying to protect religious beliefs from contradiction by science. They used to do it by prohibiting teachers from teaching evolution at all; then they wanted to teach intelligent design as an alternative theory; now they want the supposed "weaknesses" in evolution pointed out. But it's all the same program - it's all an attempt to let religious ideas determine what is taught in science courses.
DonorsChoose was conceived at a Bronx public high school where I taught social studies for five years. In the teachers' lunch room, my colleagues and I often lamented a problem that drained learning from students and creativity from teachers: a lack of funding for essential materials and for the activities that bring subject matter to life.
The fundamental problem for the teaching profession is how undervalued it is and how underpaid teachers are.
The teachers were focused on helping these students. The students benefited from hands-on teaching and a faculty who cared about them and their success in life and soon the students began to believe in themselves and the reality that they could make something of their lives.
This site uses cookies to ensure you get the best experience. More info...
Got it!