By Gary D. Fenstermacher
This article has been thoroughly revised to reinforce the connections among theories of educating and the perform of educating. offering wealthy descriptions of philosophical and old conceptions of training, this variation maintains utilizing the layout of the 3 methods and case examine dilemmas.
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Additional info for Approaches To Teaching (Thinking About Education Series)
Chapter 3 The Facilitator Approach The teacher as facilitator places a great deal of emphasis on students as persons. She is a facilitator in the sense that she encourages and nurtures the growth of students. Her students are her primary concern. As such, the facilitator does not elevate mastery of subject-matter knowledge to the most prominent position in the roster of educational outcomes. The teacher as facilitator values subject-matter knowledge, but less for its own sake and more for the contributions it makes to the growth of her students.
Ideals of this kind are not much in evidence in the executive approach, save by inference (that is, if students master the subjects they are taught, then they will be happy, productive, and successful). Rather, such ends as there are in the executive approach are more like the goals of schooling rather than the ends that we as educators seek for each human being under our care. With this distinction in mind, let us return to the normative features of the facilitator approach. Existential Roots To the teacher as facilitator, the student’s authenticity is not cultivated by acquiring remote knowledge that is unrelated to the quest for personal meaning and identity.
It is 10:53 and Harry is off-task again. You are busy with the other students, so do not notice his problem. He is too embarrassed to ask for help, especially since he thought you were a bit impatient with him the time before. He waits until you start class discussion to learn the solution to the problem that threw him off. You are a little late getting the group started in discussion. It is 10:58 before the discussion begins. Harry goes back on-task at the beginning of the discussion and stays with you for the duration of the discussion, which concludes at 11:11.