ERIC Number: ED033908
Record Type: RIE
Publication Date: 1964-Jan
Reference Count: 0
Lane, Mary B.
The role of the teacher who seeks to develop individuals who can solve problems, face issues, make decisions, and cope with pressures has at least three facets. The teacher becomes a questioner rather than a teller, encouraging rather than stopping the thinking process; a stage-setter making judgments about the types and varieties of experiences needed to challenge children to think as capably as their development allows; a scene-shifter making decisions about the auspicious time to change the children's source of experience. Each facet implies skillful diagnostic procedures grounded not only in maturation and development and personality theory but also in development of thinking in children. The focus in the teaching process changes from covering material to making discoveries. Cues for content are given by the children with the sensitive teacher catching and using them. Emphasis on right and wrong answers must give way to choices, or alternatives, that can be tested by their consequences. The teacher must learn to plan with children so that they have opportunities to set their own goals for trying out. Such a discovery, trying-out process can help to stimulate creativity which the teacher fosters by treating school as a here-and-now process, not a period of preparation or waiting for. Such principles are difficult to apply because they require the teacher to be tolerant of ambiguity, of a certain amount of disorder, and of dissimilar products that cannot be compared to one another. (JS)
Descriptors: Cognitive Processes, Creativity, Educational Objectives, Elementary School Teachers, Teacher Role, Teaching Methods
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Publication Type: N/A
Education Level: N/A
Authoring Institution: National Education Association, Washington, DC. Elementary Instructional Service.