- Phuong's Reflections
- Teachers as Changing Agents
- Moral Education
- Sand, Brink and Seeds
- Education for Citizenship
- The principles and practice of teaching and class management
- Second Thoughts about Democratic Classrooms
- The Other Side of Inclusion
- Learning or Unlearning Racism
- The Victimization of LGB Youth
- Multicultural
- Education Toward a Culture of Peace
- Becoming a Professional
- Teachers as Changing Agents
- LL's Reflections
- Why Teachers Must Become Change Agents
- Moral Education and the Need for Teacher Preparation
- Sands, bricks, and seeds: School change strategies and readiness for reform
- Educating for Citizenship in Canada
- Class Management from the Side of Teaching
- Democratic Classrooms: Promises and Challenges of Student Voice and Choice
- Learning in an Inclusive Community
- Breaking the Cycle of Racism in the Classroom
- Victimization of LGB
- Equity
- Psychological Needs
- Becoming a Professional
- Why Teachers Must Become Change Agents
- Mike's Thoughts
- Jeremys stuff
“Much may be done by a bright cheerful sympathetic manner on the part of the teacher” (Landon, 1908, p. 217). This is a very good point because the students will be stimulated by the teacher’s enthusiastic lessons; this would result in a deeper impact on the students learning. By being sympathetic, the students will sense that the teacher cares for them and will help improve the relationship between teacher and students. When the students like the teacher, it is much easier for teacher to manage the classroom, because they could directly ask the students to do something; since the students like their teacher they would do whatever the teacher asked of them. I had a teacher once whom was liked by most of the class, and when he told us he was having some trouble at home, that day the whole class was especially quiet and attentive, because we didn’t want to cause him any more troubles. When the teacher delivers a lesson with a cheerful manner, this will engage the students and keep their attention on the lesson rather than being bored and inactive. Those that are inactive will find something to occupy themselves with and will likely cause disruption to the lesson. A lesson should be meaningful and worthwhile, with the use of variety of media and technology in the various teachings; this will help keep the students interested in the lesson. I find this is true because I remember being in a classroom where the teacher just kept on talking and talking about a topic, after awhile I would just stop paying attention to what he was saying.
p.h
Reference:
Landon, J. (1908). The principles and practice of teaching and class management (7th ed.). London: Alfred M. Holden.
p.h
Reference:
Landon, J. (1908). The principles and practice of teaching and class management (7th ed.). London: Alfred M. Holden.