By Robert L. Fried
Each instructor can be a passionate teacher—one who engages teens within the pleasure of studying and ideas—if instructing weren't being undermined by means of the methods we "do enterprise" in faculties. The Passionate instructor attracts at the voices, tales, and luck of academics in city, suburban, and rural school rooms to supply a consultant to changing into, and last, a passionate instructor regardless of day by day stumbling blocks. a brand new afterword speaks to the unique demanding situations dealing with first-year lecturers. "Convinces us of the price of ardour through truly taking us into school rooms the place academics dissolve scholar disinterest now not with 'tricks' yet fairly with an real dedication to what and who they're teaching." —Teacher journal "A deeply felt meditation at the very important function of ardour in solid instructing . . . filled with . . . samples, tales, interviews with solid lecturers, lists of items to attempt. . . . Fried writes approximately schooling with passionate, engrossing pragmatism." —Anthony Rotundo, The Washington put up "An inspiring examine many of the most sensible in our occupation, sensible feedback, even insights into the ruts into which we sometimes fall. this can be a impressive publication. i might wish to placed a half-dozen copies in my academics' lounge!" —Lawrence Bickford, math and computing device technology instructor, Hopkinton tuition, Contoocook, New Hampshire "This is a e-book full of info, the particular tales, the tradeoffs and compromises, the breakthroughs that make educating precious. it really is my perfect of a 'how-to' book." —Deborah Meier, writer of the facility in their principles
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Additional resources for The Passionate Teacher: A Practical Guide
Example text
Until children are surrounded by an adult community that presents an attractive model of what all this "intellectual" stuff is about, we are wasting our time. That model of intellectual engagement is what passionate teaching is all about. Passionate teaching is not a luxury, a frill we can do without. We can't afford to keep sending kids to schools that disrespect the qualities of heart and mind we claim to be promoting. It's like wanting kids to be musicians even though they never actually hear any music or see an expert musician at workthey are just "told" about it.
216 Part Five: The Course 15. Dissecting the Courseand Resurrecting It 229 16. Rounding Out the Course 243 17. Grading for Excellence 254 18. What to Do Next Monday 268 Acknowledgments 277 Page ix FOREWORD Deborah Meier I remember the first draft of this book I received in the mail. I dutifully began a quick read, because I knew and respected its author, and figured it would be of interestalthough I was longing instead to get into the garden. I had a hard time stopping. I rushed to the telephone to tell Rob he had to hurry up and get it published because I wanted every teacher I worked with to have it in their handson Monday morning past.
As teachers, we have only our passions to guard against students' inclination to find things adults care about boring and not worth remembering or putting to use. But it is not enough to focus on our passionate interests. We must show our students what it means to be passionate learners as well. Conveying Our Passionate Interests To students, teachers are critically important role models because of what they are still learning, not just because of what they already know. It is as experienced learners, with a high interest in and high standards for knowledge and skills, that we communicate the lasting value of these things to students.
