ERIC Number: ED226668
Record Type: RIE
Publication Date: 1982
Reference Count: 0
A Look at Assumptions About Teaching and Its Improvement. College Teaching Monograph.
Noonan, John F.
The beliefs and experiences of three college teachers at a college of business are described to examine assumptions about teaching and its improvement. One of the teachers was a full professor who had spent 12 years with a consulting firm and continued to work as a consultant. Classroom observation revealed that he was an outstanding narrator who used many examples. The emphasis was the ability to apply insights from old settings to new ones. A second teacher, an associate professor, placed a high value on challenging and questioning students, and created an intense atmosphere in the classroom. The approach focused on the capacity to analyze and evaluate. The third teacher's approach was centered on lecturing and students' taking notes, with a structured syllabus. This method is based on the assumption that organization and structure facilitate learning. The following recommendations are offered: teachers should be accepting of their limitations as well as their strengths; teachers should respect the resistance students sometimes display; teachers should try something new in teaching on a modest scale at first; and teachers should combine challenging and reinforcing students. (SW)
Descriptors: College Faculty, College Instruction, Conventional Instruction, Discussion (Teaching Technique), Higher Education, Instructional Improvement, Lecture Method, Nontraditional Education, Questioning Techniques, Teacher Effectiveness, Teaching Methods
University of North Dakota, Office of Instructional Development, Box 8161, University Station, Grand Forks, ND 58202.
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: North Dakota Univ., Grand Forks. Office of Instructional Development.