Teaching by liaoqinmei


									Teaching Requires Inner

   The Courage to Teach
    by Parker J. Palmer
           Palmer‟s Thesis

Teaching involves a “tangle” of three elements.
– Subject: “complex … our knowledge of [our subject] is
  always flawed and partial.”
– Student: “even more complex … to see them clearly
  … and respond to them wisely … requires a fusion of
  Freud and Solomon that few [can] achieve.”
– Self: “We teach who we are … [intellectually,
  emotionally, and spiritually].”
Good teaching “joins self and subjects and
students” and guides us “on an inner journey
toward more truthful ways of seeing and being.”
     The Landscape of Self

Intellectual: “the way we think about teaching
and learning”

Emotional: “the way we and our students feel as
we teach and learn”

Spiritual: the “ways we answer the heart‟s
longing to be connected with the largeness of
    Teaching Takes “Heart”

“Good teaching cannot be reduced to technique;
good teaching comes from the identity and
integrity of the teacher.”
– “My ability to connect with my students, and to
  connect them with the subject, depends less on the
  methods I use than on the degree to which I know
  and trust my selfhood.”
– “Good teachers possess a capacity for
Good teaching takes “heart in its ancient sense,
as the place where intellect and emotion and
spirit … converge.”
Teaching Requires Vulnerability
 “Teaching is a daily exercise in vulnerability.”
 – “I need only parse a sentence or work a proof on the
   board while my students doze off or pass notes” or
   surf the internet.
 – “As we try to connect ourselves and our subjects with
   our students, we make ourselves, as well as our
   subjects, vulnerable to indifference, judgment,
 “Teaching [occurs] at the dangerous intersection
 of personal and public life.”
  Teaching and its Rewards
“One of teaching‟s great rewards is the
daily chance it gives us to get back on the
dance floor”“the dance … in which the
old empower the young with their
experience and the young empower the
old with new life.”
Teaching as a Performance to
 Mask Fear (False Teaching)
“[Tompkin‟s Question:] „How did it come to be
that our main goal as academicians turned out
to be performance?”

“[Tompkin‟s Answer:] „Fear of being shown up
for who you are: a fraud, stupid, ignorant, a clod,
a dolt, a sap, a weakling, someone who can‟t cut
the mustard.‟”

                  – Jane Tompkins‟s Pedagogy of the Distressed
        The Teacher Within
 Two truths about teaching
1. “What we teach will never „take‟ unless it connects
   with the inward, living core of our students‟ lives,
   within our students‟ inward teachers.”
2. “We can speak to the teacher within our students
   only when we are on speaking terms with the
   teacher within ourselves.”
 “Deep speaks to deep, and when we have not
 sounded our own depths, we cannot sound the
 depths of our students‟ lives.”
      The Authority to Teach

“We are mistaken when we seek authority outside
ourselves, in sources ranging from the subtle skills of
group process to the less than subtle method of social
control called grading. This view of teaching turns the
teacher into the cop on the corner, trying to keep things
moving amicably and by consent but always having
recourse to the coercive power of the law.”

“When my teaching is authorized by the teacher within
me, I need neither weapons nor armor to teach.”
      Palmer‟s Practical Advice
              Not this:                              But this:

Do this with significant learning experiences, with passion from allboth
student and teacherand in a spirit of togetherness in learning.

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