
- •Contents
- •Acronyms related to tefl The Most Frequently-used Acronyms
- •Commonly-used Acronyms
- •Other Acronyms Related to tefl/tesl
- •Предисловие
- •The scientific prose style as opposed to the belles-lettres style
- •Skim the following 4 boxes and identify which style they refer to: poetic, belle-lettres, newspaper, or scientific prose style. What features help identify the latter style?
- •Analyze the proposed examples of texts of the two distinct styles from the point of view of the criteria given in the table and put down your findings.
- •Find examples from the texts illustrating the most noticeable characteristics of the scientific style.
- •The vocabulary of the scientific prose style
- •Vocabulary Work 1
- •Provide Russian equivalents of the following English words:
- •Find synonyms for the following words:
- •Odd one out. Underline the wrong word in each line.
- •Provide derivatives and restore the word combinations that follow.
- •Decode the following abbreviations using the list of abbreviations and group them according to their meanings:
- •The vocabulary of the scientific prose style
- •Vocabulary Work 2
- •Choose the proper variant of translation of the italicized words.
- •Fill in the necessary word according to the meaning using the following words. Use: assessment, assignment, accomplished, crucial, superior performance, insight, encounter, utilized, authentic.
- •Match synonyms from the two groups (numbers and letters):
- •Match the terms (numbers) and their definitions (letters).
- •Paraphrase the underlined words/expressions.
- •Translate the following sentences into Russian paying attention to the terms and scientific vocabulary:
- •Students as textbook authors
- •Can you think of benefits and shortcomings of commercially-produced materials (textbooks)? Make a map of associations.
- •Vocabulary Enrichment
- •Make sure you understand the following terms from the text:
- •Match the definitions with the proper words.
- •Fill in the blanks with the following words and combinations: assignment, blogs, designing, engaged, information gap, invest, journals, miming, proficient, student-centered.
- •Match the text subtitles with the ideas they develop.
- •Scan the text and get ready to explain the following ideas:
- •Share your vision of the following ideas presented in the introduction to the text:
- •Follow-up.
- •Can you describe the key characteristics of the article? To do it follow the guidelines:
- •Student Profile Questions for Middle School
- •Ways to use a student-produced booklet
- •Brainstorming before speaking tasks
- •What is brainstorming in pedagogics (structure, process, aims)? Is it the same according to this article?
- •V ocabulary Enrichment
- •Consult the dictionary for the following terms:
- •Match the definition with the word from the list.
- •Match the two parts of word combinations and explain their meaning.
- •Paraphrase the sentences using your active vocabulary.
- •Do you remember which part…
- •Follow-up.
- •Reaching reluctant readers
- •Vocabulary Enrichment
- •Translate the sentences into Russian.
- •Errors and corrective feedback: updated theory and classroom practice
- •Vocabulary Enrichment
- •Read the following definitions and think which type of mistake they refer to:
- •Match the words from the list with their synonyms from below and make up word combinations or sentences with them.
- •Follow-up:
- •Develop the ideas from the text in your own words trying to explain their essence.
- •Imagine some other involving ways of working with mistakes students make in writing or orally.
- •Write a self-analysis about the types of mistakes you / your students make and how you handle them. Be specific.
- •Implications for our Classroom Practice
- •Integrating reading and writing for effective language teaching
- •To teach or not to teach writing in the target language? What answer does the text give? And you?
- •They distinguish the following types of writing. Give your vision of them. Are they described in the text?
- •Match the stages of process-writing (numbers) with the actions (letters). Do you follow the structure proposed here passing all the stages?
- •Vocabulary Enrichment
- •Make sure you can explain the terms from the text:
- •Find equivalents from the list for the following groups of synonyms:
- •Use the following words to fill in the blanks: demanding, inventory, objective, outline, performance, springboard, sufficient, technique, worksheet.
- •Translate the last paragraph of the article into Russian. Compare your variants of translation for accuracy.
- •See the following plan made on the basis of the analysis of text paragraphs. It is jumbled. Restore its order according to the text.
- •Scan the plan for information on the following subtopics. Be ready to develop the points into a speech.
- •Follow-up:
- •Integrating reading and writing for effective language teaching
- •Integrated Reading and Writing Course Objective
- •Metaphoric intelligence and foreign language learning
- •To know if you are right see the following text. Be ready to share and think which intelligences are vital in learning foreign languages and why; and what is metaphoric intelligence?
- •Vocabulary Enrichment
- •Make sure you can explain the following terms:
- •Match the words with their definitions:
- •Use the proper derivative:
- •Translate paragraphs 2 and 3 into Russian. Compare your variants of translation for accuracy.
- •See the plan of the text. Make it complete. Compare your plans. Plan
- •Deep impact storytelling
- •Vocabulary Enrichment
- •Make sure you can explain the following terms:
- •Use the words in brackets in the proper form:
- •Translate from English into Russian:
- •Scan the meaningful parts for the key ideas. Select the sentences from the text, paraphrase complex sentences or summarize ideas in your own words. Compare with another student.
- •Follow up:
- •Introduction
- •Why don’t teachers learn what learners learn? taking the guesswork out with action logging
- •Read the text and identify what “gold mine” the author has discovered.
- •Vocabulary Enrichment
- •Make sure you can explain the following terms:
- •Match the following definitions with the proper words from the list:
- •See the plan of the article. Put a question that may summarize each part.
- •Summarize the ideas of part I and III in as few words as possible. Compare with other students.
- •How many and which activities are mentioned in the article? Scan them for the following information:
- •Select some three activities you like best. Get ready to explain their essence and aims, and say why you find them efficient. Identify the most popular activities.
- •Follow-up:
- •Pronunciation & grammar using video and audio activities
- •Can teaching pronunciation and grammar be fun? Propose as many ways as possible and be ready to clarify your point.
- •Vocabulary Enrichment
- •Make sure you can explain the following terms:
- •Guess the word by its definition:
- •Use the proper derivative:
- •Translate the Conclusion in writing. Compare the translations for the most accurate.
- •Look through the text and find answers to the following questions:
- •Check other fellow-students if they’ve got answers to the questions above.
- •Explain the following sentences from the text or paraphrase:
- •Follow-up:
- •Humanising the coursebook
- •Make sure you can explain the following terms:
- •Match the following definitions with the proper words:
- •Use the proper derivative:
- •Translate the second paragraph of the article into Russian. Compare your variants of translation for accuracy.
- •See the plan of the article and identify how its points and subpoints are interrelated.
- •Put a question to every meaningful part of the text.
- •Answer the questions trying to sum up shortly.
- •Use the plan to answer the questions:
- •Using the plan present the the key ideas of the text orally as shortly as possible.
- •Using the plan select one point which has attracted your special attention and on which you would like to share your views and attitudes.
- •Follow-up:
- •Introduction
- •Adapting authentic materials for language teaching
- •Remember your teaching practice and say:
- •Vocabulary Enrichment
- •Make sure you can explain the following terms from the text:
- •Match the definitions with the proper words:
- •Propose derivatives of the words and make up word combinations:
- •Fill in the following sentences using your active vocabulary:
- •Infrequently Used Words
- •Verbal Complexity
- •Verbal Ambiguity
- •Implicitness
- •Interactive writing in the efl class: a repertoire of tasks
- •What writing strategies can you remember? (e. G.: fluent writing, free writing, etc.) What is meant by “interactive writing”? Find passages in the text that explain its essence.
- •Vocabulary Enrichment
- •Scan the vocabulary for words dealing with a) the Internet; b) reading and writing. Be ready to explain their meanings.
- •Match the words and their groups of synonyms:
- •Use the proper derivatives:
- •The author says the activities are interactive and involve problem-solving. Choose one you liked best and try to prove it.
- •Follow-up:
- •Interactive writing in the efl class: a repertoire of tasks
- •2. Sending a Letter Abroad
- •3. Writing a Letter to the Author of a Story
- •5. Films
- •6. Providing an Alternative Ending
- •7. An Introduction to an Anthology of Short Stories
- •8. Journal Writing
- •9. A Personal Anthology
- •10. The Writing Portfolio
- •Discussion examination: making assessment match
- •Instructional strategy
- •Vocabulary Enrichment
- •Match the definitions with the words from the list:
- •Use the correct derivative:
- •Paraphrase the following using the active vocabulary from the list:
- •Better teaching through provocation
- •Vocabulary Enrichment
- •Make sure you can explain the following terms:
- •Match the following definitions with nouns:
- •Use the proper derivatives:
- •Match the words to make up word combinations and be ready to explain their meanings:
- •Remember the names of the parts of the article. Which parts do you consider vital for the abstract and which not?
- •Scan the key parts of the text for the subtopics. Compare with other students.
- •See which of the parts provides answers to the questions:
- •Propose theses for every subtopic. Present the theses and compare if they are the same with everybody.
- •Explain the following ideas as you see them:
- •Follow-up:
- •Creativity
- •Can you describe what a creative person is like? Why is it necessary to be creative today? Can you give examples illustrating that creativity is required in all fields of life?
- •See the following list of verbs taken from the texts on creativity and decide which of them may be used to describe a creative approach to teaching? And a counterproductive approach?
- •Can you sum up information for each of the columns?
- •Imagine examples illustrating the above columns to show that they do work. Let your group mates guess what column you are trying to illustrate (e. G. A decision, a strategy or environment).
- •Choose a quotation from the text and get ready to comment on it:
- •Identifying and developing creative giftedness
- •Investing in creativity: many happy returns
- •Implications of Phase Theory
- •Implications of Studies of Organizational Climates
- •The general outline of a scientific article
- •Text compression
- •Writing abstracts Approaches to Writing Abstracts
- •Use of Abstracts
- •Types of Abstracts
- •Guidelines for Writing Abstracts
- •Stages of Writing Abstracts
- •Paragraph
- •Unity in paragraphs
- •Continuity in paragraphs
- •Integrity of Paragraphs
- •Some Guidelines for Building Effective Paragraphs
- •Sentences
- •Some Guidelines for Writing Effective Sentences
- •Some Guidelines for Writing Compressed Sentences
- •Self-check questions
- •Chat abbreviations/lingo
- •Chat Faces
- •Chatiquette
- •If they won't write, get them to text. Hamish norbrook gets predictive about the learning opportunities presented by mobile phones
- •Sample of reading log and its structure
- •Self-check test
- •An algorithm of analyzing and interpreting of english-language academic texts
- •Subject index
- •References
- •Интерпретация англоязычного научного текста
- •Interpretation of english-language academic texts Учебно-методическое пособие для студентов языковых специальностей вузов
- •2 25404, Г. Барановичи, ул. Войкова, 21.
Remember the names of the parts of the article. Which parts do you consider vital for the abstract and which not?
Introduction.
__________
__________
__________
__________
Conclusion.
Scan the key parts of the text for the subtopics. Compare with other students.
See which of the parts provides answers to the questions:
When and where can provocation be applied most successfully? Are there limitations in terms of topics or subjects for it?
How many and what things should an instructor remember using provocation?
Why is it necessary? What does the teacher aim at using provocative techniques (questions & statements)? What are the benefits students get if provocative techniques are utilized?
What things should an instructor beware of? Enumerate them.
Propose theses for every subtopic. Present the theses and compare if they are the same with everybody.
Look through the abstracts, written by other students, and see if they fit the following demands: volume, logic, completeness, no extra or repeated information, stylistic adequateness, clear and short sentences, no grammar mistakes.
Explain the following ideas as you see them:
“Perhaps the thoughtful use of questions is indeed the quintessential activity of an effective teacher”.
“Knowledge without personal meaning is passionless, while personal belief without knowledge is blind”.
“One learns the most about oneself through discomfort”.
“Professors who feel that the goal of teaching is merely to impart information and not foster valuation are divorced from their responsibility to contribute to the overall personal growth of their students. A good teacher is someone who disseminates information effectively. But a great teacher is someone who moves you as a human being”.
Follow-up:
Can you prove that in the author’s examples the students are provoked? What is the result of each lesson?
Can you remember an example of a lesson when you were provoked by the teacher? Which principles of provocation did s/he use? Can you describe?
Do you agree on the developing potential of the technique?
Text 14
BETTER TEACHING THROUGH PROVOCATION
The quest for an effective pedagogy differentiates the teacher from the researcher. Within the humanities and social sciences, we are constantly confronted with the challenge of communicating complex material in a novel and effective manner. This difficulty is particularly salient in teaching introductory philosophy courses in which teachers try to foster abstract thinking within an active classroom environment. Active teaming is bolstered by an approach that emphasizes creative problem solving, Socratic teaching methods, and critical thinking. And active learning often begins with a question. Perhaps the thoughtful use of questions is indeed the quintessential activity of an effective teacher, and in fact the use of questions is as old as teaching itself.
Despite those techniques, philosophical inquiry can sometimes lead to esoteric, pedantic, or even banal approaches to teaching that leave the neophyte intellectually lost or detached from the learning process. What often seems to be missing is the student's personal investment in the subject matter. Because of the sophistication and subtlety of philosophical minutiae, students may sometimes detach themselves from philosophical inquisitiveness unless they are provoked. I have found that the use of challenging questions and statements promotes active learning among students.
As a discipline, philosophy itself is intrinsically provocative. Many students taking introductory courses often enter the classroom with naive, narrowly defined views of human nature, science, and reality. I have found that provocative techniques directed toward the class force students to examine the grounds of their assumptions, which leads them to the formulation of solid, rational arguments and conclusions with logical foundations.
In the spirit of Nietzsche's infamously provocative style, the use of stimulating techniques in teaching introductory college courses can be immensely beneficial. Further, it is my intention to demonstrate that the role of provocation serves a purpose for general education. Although I will attempt to provide a framework for a provocative pedagogy in teaching introductory philosophy, it may be applied to any field, discipline, or subject matter.
Goals of Provocation
The goals of provocative teaching are grounded in a conceptual framework of critical thinking as well as in an understanding and appreciation of the many psychological processes that influence mental life. Within this context, I believe that the teacher's strategy should be designed to provoke or pique students to think; that is, to analyze the grounds of their beliefs, which can be directly applied to their personal lives. Knowledge without personal meaning is passionless, while personal belief without knowledge is blind.
I maintain a fundamental teaching standard – that the passive intellect is unacceptable. But provocative teaching must be used carefully. We must be aware of our own personal biases, preferences, and agendas that may be foisted upon students and seen as an attack. Ways of maintaining a delicate balance will be discussed later in the article.
Although neither a necessary nor a sufficient condition for effective teaching, techniques designed to rouse, excite, incite, and awaken students from their “dogmatic slumbers” often lead to a classroom marked by intellectual vitality and emotional vigor. Stirring questions and statements should challenge (and respectfully critique) the method and rationale by which students arrive at conclusions and reexamine the grounds for their beliefs and attitudes. Students come to realize that conditioning or learning alone does not merit sufficient justification for a belief. I have found that this form of intellectual interrogation leads to the formulation of better logical arguments and beliefs, which can have personal meaning that students can directly apply to their lives.
Guiding Principles
While introducing philosophical issues on the basic level, provocative questions specifically addressed to the class as a whole are a fruitful way to gain interest, pique curiosity, and facilitate student involvement. As an exercise in active learning, topics that are (a) generally intriguing, (b) presented with emotional intensity, and (c) that encourage participation are often enthusiastically entertained by students. The delivery and receptivity of such techniques, however, will depend upon how well formulated they are, as well as the stage presence and personality of the teacher. Of course, there is no one method that naturally fits all teaching approaches, and the teacher's own style will determine how the provocation is delivered.
As a rule of thumb, questions or statements that are too profound, abstract, or vague often confuse and intimidate students, which may lead to alienation and classroom anxiety. Provocative methods should he brief, concrete, and contain only one or two issues at a time for class reflection. Professors may want to avoid using esoteric vocabulary or jargon (depending upon the background of the students) to avoid confusion and/or potential alienation. In addition, instructors who are dramatic and intense in their delivery may be more effective than those who give a droning lecture. From this perspective, provocative techniques are designed to “grab” students psychologically and intellectually, cultivating their curiosity and motivating cognitive and personal growth. As a motivational technique, such an emotive grip on the class leads to intellectual exploration that may transcend traditional lecturing.
I would like to recommend a few guiding principles in formulating provocative teaching techniques as follows:
1. Orient the technique toward the entire class, not just one student.
2. Allow an appropriate pause time for class response. (By placing responsibility on the active learning environment, silence encourages the class to think about the task at hand and conveys expectations for their participation. )
3. Respond to all students' responses.
4. Validate and confirm student attempts to respond or offer an explanation (even if such attempts are incorrect or idiosyncratic).
5. Use the discussion to launch into a formal presentation of the material or to augment existing didactic strategies.
Classroom Examples
Generally, provocative techniques combined with systematic questioning may be applied arbitrarily to any topic. For instance, let's say that a student states a personal belief that many other students in the class also espouse. Upon inquiry into the grounds for the assumption of the belief, the student claims that this is what he was taught by authority figures during childhood. Through provocative systematic questioning, the student realizes that this type of reasoning is an informal fallacy based on an appeal to authority that became conditioned and serves as the grounds for his belief. By having the student reexamine and question the logical grounds for the belief based on his previous method, the truth value of the premises, the validity of the source, and the integrity of the conclusion, this process promotes critical thinking in an active classroom and stimulates discussion and cogent arguments among other students.
Although it is generally better to focus questions toward the entire class, in a case like this, by focusing on one student, others join in to offer competing arguments or supportive rationale that are further examined by the class as a whole. That generally leads to an inclusive process rather than an exclusive centering on one student. In addition, while one student is giving specific reasons for a position or conveying his or her experiences, others have the opportunity to relate their own thoughts or experiences to the student's, which makes for a vibrant class discussion. The approach not only influences greater intellectual awareness and cognitive skill development, but makes the learning process itself a personal pursuit of meaning.
Existence of God
Specific, concrete, or narrowly focused techniques sometimes spark great classroom enthusiasm. I have found that topics involving ethical practices, racial and ethnic diversity, and religious convictions are typically the most fruitful for provocative techniques. For example, issues about the question of God always provoke debate. In one class, while I was lecturing on modem philosophy, students spontaneously volunteered to represent their argumentation about the existence of God in an informal debate. Six students assembled as a panel providing reasons for theism, agnosticism, and atheism, each position represented by two students. That led to an intense classroom discussion that I mediated and supervised, allowing the students to ask and answer questions without allowing any one position or person to monopolize class time. At the end of class, students voted on what they thought to be the strongest arguments grounded in critical thinking rather than ones based on mere conditioned beliefs. The exercise was a perfect entree to a formal lecture that was to follow.
To illustrate the point that all individuals experience anxiety that becomes manifested in behavior and personality organization throughout the lifespan, I will open the topic with the following technique: “What would you say if I told you that everyone in this room is neurotic?” This provocation often prompts apprehension, defiance, or curiosity, which leads to a discussion and active exploration of the construct under question. I find this technique most useful when introducing the philosophy of psychology, particularly Freud, or theories of human nature.
Parenting and Corporal Punishment
While teaching an ethics course on parenting, I asked the class whether corporal punishment was immoral. Most students believed it was morally acceptable, and some even made a case that it was immoral not to physically discipline children when they commit transgressions, because physical punishment teaches them morals. This situation quickly turned into an opportunity. I asked those who supported corporal punishment to come to the front of the class and face their fellow students. I then asked them to imagine themselves as children who were just beaten for disobeying their parents. I further told them to imagine their peers sitting in front of them as their parents and to think about how they are now feeling after being punished. After a minute of reflection, one by one I asked each student (child) to tell the class (parents) how they felt about being hit. Many students reported feeling sorrow, guilt, shame, fear, anger, and even hate. Some reported feeling abused and humiliated and stated that their parents were cruel, unloving, violating, and unempathic.
That was a powerful exercise in identification and empathy, and many students came to realize the dubious ethical nature of corporal punishment. This event further led to an extended role-playing exercise in which students formed hypothetical families of four members, each comprised of two parents and two children. Each student was assigned a specific name, gender, and role along with unique background characteristics. Over the weeks, the families were given specific tasks and problems to solve that simulated “real”, everyday events that families typically encounter. Each group's solutions were analyzed and compared to the other families', which culminated in a thoughtful exploration of the moral topography of parenting.
As another example, while introducing ethics and value theory, discussing cultural diversity, or individual differences and tolerance, I will proclaim: “Every human being by nature is prejudiced”. After approximately four seconds of silence, the class typically responds quite intensely. This usually incites anxiety, defensive anger, or compliant agreement that leads to a fruitful class discussion culminating in mutual understanding. Individuals come to realize that subjective bias, preconceived judgments, and reinforced stereotypes are ubiquitous. The crucial point, however, is to acknowledge this universal condition before students individually can form new concepts and attitudes.
It is very important to note here that when making such general claims, the teacher should have a carefully prepared context for provocation. Making such broad assertions without a prudent and conscientious context may suggest to students that the teacher is prone to make vacuous or ill-founded pronouncements – and it is from just such an undisciplined approach to thinking that teachers ought to wean their students. (8)
Over the years I have found these techniques to be unique and productive in provoking thoughtful inquiry of and self-exploration about important philosophical issues. Students often comment about how much they enjoy these exercises and how they facilitate extracurricular discussion and debate that is important for their personal growth. Provocative exercises may provide a personal utility for self-discovery that departs from the traditional procedures of pedantic pedagogy.
Risk of Provocation
As an inherently stimulating enterprise, philosophy deals with claims that the average person views as bizarre or outlandishly false. The fact is, philosophy ponders subjects that the average person may never even consider. Within this context, the teacher's job is to make philosophy attractive and accessible to students so it may be relevant to their lives. One is constantly confronted with the limitations of conveying difficult subject matter and methodology indigenous to philosophical discourse as well as assessing and negotiating the intellectual aptitude of the students. In addition, the conscientious teacher should be equally vigilant of his or her own personal vulnerabilities that may interfere with successful classroom engagement.
Philosophy is a risk, and so is teaching. Do not be afraid to make the classroom a risk-taking environment. As Dewey reminds us, experimentation leads to success. Allow for spontaneity that breaks the rigid mold of traditional course structure, which may serve to stifle creativity and personal insight. But provocative teaching needs to be used carefully. It is one thing to expose students to particular philosophical positions that challenge their attitudes and lifestyles, yet it is another for their teacher, their guide, to encroach upon their psychological security and emotional safety. Of course, we have our own philosophic identifications that will inevitably be introduced in class. The task is, however, to present one's own views while bracketing one's biases and prejudices that other philosophic disciplines are likely to point out.
To what degree is one's own philosophy truly distinguished from oneself? The undeniable fact is that, as instructors, we cannot avoid projecting our own identifications onto others, and such projections should be responsibly balanced. Indeed, that can truly be difficult. Furthermore, it is very difficult to provide concrete procedures on how far to go in provoking students. Because we are all subjective human beings with our own sense of individuality, there is no golden mean or step-by-step method to follow. That must be left to personal judgment and discretion.
When we examine controversial issues in class, we should be respectful of individual and cultural differences that may influence certain beliefs and practices, while we still maintain intellectual integrity. It should be a tacit assumption for students that acts of provocation are designed to bring rational and emotional constructs under the rubric of knowledge. No provocation should be executed merely for “shock value”. Because some students may feel intimidated by philosophical questions, the professor should try to be sensitive to the students' cognitive acumen as well as their emotional development. Sometimes, students who are overly emotional, rigid, or vulnerable to a particular topic simply need to be reminded that the discussion at hand is only an object of intellectual investigation and certainly not a personal attack.
It is vital not to create (either directly or indirectly) a hostile environment for learning. No student should be forced to respond or participate. This could be easily viewed as malicious, shameful, or exploitative. Consider personal security and “ways out” of potentially detrimental situations. Be sensitive toward individuals who may have suffered trauma. If this is suspected or disclosed in the course of an exercise, do not pressure anyone; simply respect the other's “safety zones”, validate their experience, and move on to the next position or topic. Insensitivity or perfunctory responses to personal disclosures can be experienced as abusive and thus may re-create an earlier traumatic event. One should never subject a student to such potentially precarious psychological conditions even if it is under the guise of reason. As a guideline, strive for neutrality through empathy; and if need be, step back from the personal realm to the philosophical.
On the other hand, although some students will feel uncomfortable, that should not be the reason for avoiding provocative techniques. By approaching sensitive issues that are directly anchored to personal identity or ways of life, you communicate to students that you care about their well being, and that is why you challenge them.
One learns the most about oneself through discomfort. By leaning into discomfort, the student discovers the reward of achieving personal insight. It is important to note that both the material itself and its presentation can cause discomfort within the classroom. If done tactfully, however, with caring and empathy, provocation can lead to knowledge and personal growth, another movement on the ladder toward wisdom. While most of the time the goal of instruction is inclusion (so that the class and the teacher feel on the same side in their exploration of the subject), it still may be necessary to introduce an opposing stance in order to pique a more thorough examination of the material. In fact, it is the responsibility of the teacher to provide students with all perspectives to an issue (when possible) as well as an exegesis, and some of these perspectives will unavoidably be distressing.
It is easy to confuse the use of provocation by seeing it as tantamount to an aggressive attack on students' beliefs. Even though it is true that provocation is confrontational, that does not mean that it is aggressive. Of course, the boundary may be at times cumbersome to maintain, for provocation is inherently risky. When we confront the class or a particular student, our intention should be to illuminate and cultivate insight, not to disparage or dismiss the student's views, for this can be easily interpreted by students as a dismissal of them. Within the proper context, confrontation is merely approaching the problem or issue head-on and providing feedback, while at the same time confirming the student's “attempt” by validating their need to think a certain way; thereby affirming their sense of self. This leads to a positive role model identification marked by respect and solicitude for them as persons.
Nothing is worse than invalidating and debasing a student. We teachers are in a privileged position of power and authority, which should be positively channeled rather than used, even unconsciously, as a weapon. Provoking students to develop and fulfill their possibilities, I argue, is the core responsibility of an effective teacher – not to see students as objects to be used and disposed of because they do not fit one's desired profile, or merely as a mass conglomeration.
One may question the amount of discomfort one can legitimately cause students in the name of good pedagogy or self-knowledge. Nothing in life is devoid of conflict or uneasiness, particularly personal development. Discomfort itself is knowledge. Professors who feel that the goal of teaching is merely to impart information and not foster valuation are divorced from their responsibility to contribute to the overall personal growth of their students. A good teacher is someone who disseminates information effectively. But a great teacher is someone who moves you as a human being. What could be more ethical than this?
Conclusion
Provocative techniques may be constructed and adapted to complement the introduction of a variety of distinct topics in general education courses regardless of one's discipline or pedagogical persuasion. Of course, no method will reach everyone. We must find a method that suits our personalities and didactic styles. Instead of traditional lecturing, the combined use of provocative questions and statements that force the class to respond to a particular issue may have more impact and personal meaning than fort-formal approaches. That is especially salient with younger undergraduates who are generally intellectually curious, demonstrate some interest in the course but may have enrolled merely to satisfy general requirements, or who are entrenched in the psychological priorities of individual and social development. Furthermore, the use of probing and systematic questioning gears students toward an introspective analysis of their personal beliefs, not only grounded in reason, but also linked to emotional and psychological motives that influence their perception of cause and effect.
I have found that these techniques motivate students to explore, question, and actively seek out truth, not just to accept information passively as unquestioned dogma. In addition, one will notice progress in their critical thinking skills over the length of the course. Rather than professing an impetuous position based upon unreflective conditioning, students offer more solid argumentation with developed rationale for their beliefs and attitudes. I believe that this process of teaching itself can be more important than the knowledge disseminated through traditional pedagogy.
More important, students often find personal values behind their beliefs that they directly apply to their lives. It is often the case that what students remember the most about you is not your words, but rather the way you relate to them. The goal of teaching is not merely to bestow information or nurture skills in critical thinking, but to set an example of what it means to be. For teaching is a way of being.
(By Jon Mills // College Teaching, Wntr 1998 v46 n1 p21(5).)