000			02684cam a2200241 i 4500
003			MIUC
005			20191010090904.0
008			991015s2000 nhu b 001 0 eng
020			_a0867094699
040			_aDLC _cDLC _dDLC _dMIUC _beng
082	0	0	_a371.1
100	1		_aFinkel, Donald L., _d1943- _92303
245	1	0	_aTeaching with your mouth shut / _cDonald L. Finkel ; foreword by Peter Elbow.
260			_aPortsmouth : _bBoynton/Cook Publishers, _cc2000.
300			_axviii, 180 p. ; _c24 cm.
504			_aIncludes bibliographical references (p. 173-174) and index.
505	0		_a1. Teaching with your mouth shut -- 2. Let the books do the talking -- 3. Let the students do the talking -- 4. Let us inquire together -- 5. Speaking with your mouth shut: the art of writing -- 6. Experiences that teach: creating blueprints for learning -- 7. Refusing to "teach": separating power and authority in the classroom -- 8. Teaching with a colleague -- 9. Conclusion: Providing experience, provoking reflections -- Appendix. Follow-up to chapter 9.
520			_aOur traditional "Great Teacher" teaches by telling, inspiring students through eloquent, passionate oration. For Donald Finkel this view is destructively narrow: it takes for granted that teachers teach, fundamentally and centrally, by telling students what they are supposed to know. In Teaching with Your Mouth Shut, Finkel proposes an alternative vision of teaching - one that is deeply democratic in its implications. Each chapter in this book presents a case study, a story, or a sustained image of a teaching situation - a set of "circumstances" that produces significant learning in students. Each makes sense of the title of the book in a particular way. Each enriches its meaning by one increment. The idea of "teaching with your mouth shut" is explored, exemplified, and varied to such an extent that it ultimately specifies a comprehensible approach to teaching - along with a host of concrete teaching possibilities. In the end, not only will your notion of good teaching be transformed, but so too your sense of what may be signified by the word "teaching" itself. Teaching with Your Mouth Shut is not intended as a manual for teachers; it aims to provoke reflection on the many ways teaching can be organized. The book engages its readers in a conversation about education. Thus, its purpose is not so much to reform education as it is to provoke fruitful dialogue about teaching and learning among people who have a stake in education.
650		0	_aTeaching _92107
650		0	_aEducation _xExperimental methods _91079
650		0	_aLearning, Psychology of _9598
942			_2ddc _cBK