ERIC Number: ED207070
Record Type: RIE
Publication Date: 1981-Apr
If Self-Evaluation Is the Answer, What Is the Question?
LaRocque, Geraldine E.
A model for analyzing the interactions of the teaching act is essential for raising teachers' consciousness about the multitude of factors that constitute teaching. A paradigm for analyzing the teaching act can be stated as follows: the activities of a given subject matter, when taught by teachers with a particular background and qualities, will produce specific patterns of affective and cognitive learning in students with a particular background, maturity, and experience. Any change in one of the variables of the paradigm changes the results of cognitive and affective learning. In the same fashion, if the students' level of development changes, the teacher will have to make adjustments, perhaps in methodology and in content, in order to keep the level of cognitive and affective response high. One such change affecting the paradigm might be a lower student reading ability. Such heightened awareness by teachers of the factors that are important to success in teaching may make it possible for them to see that, for certain kinds of students who have difficulty in English, it may be the subject matter rather than the methodology that is contributing to the students' low achievement in language lessons. (HOD)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Secondary School English Conference (9th, Nashville, TN, April 2-4, 1981).