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The Joy of Teaching: A Practical Guide for New College Instructors (Anglais) Broché – 31 mars 2005

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Présentation de l'éditeur

'A clear, concise, and elegant conversation with the reader about the goals and methods of effective education. Veteran as well as novice teachers will benefit from the examples and suggestions presented in this book.'' Howard Gardner, Harvard Graduate School of Education ''The book is brief ... but it packs in lots of advice.... [Filene] addresses nuts-and-bolts questions that more highfalutin books on pedagogy might overlook.'' Chronicle of Higher Education ''Similar to a few self-help books, this book is worth reading every few years to remind us that there are better or different ways to do things.'' Education Review Gathering concepts and techniques borrowed from outstanding college professors, The Joy of Teaching provides helpful guidance for new instructors developing and teaching their first college courses. Award-winning professor Peter Filene proposes that teaching should not be like a baseball game in which the instructor pitches ideas to students to see whether they hit or strike out. Ideally, he says, teaching should resemble a game of Frisbee in which the teacher invites students to catch ideas and pass them on. Rather than prescribe any single model for success, Filene lays out the advantages and disadvantages of various pedagogical strategies, inviting new teachers to make choices based on their own personalities, values, and goals. Filene tackles everything from syllabus writing and lecture planning to class discussions, grading, and teacher-student interactions outside the classroom. The book's down-to-earth, accessible style makes it appropriate for teachers in all fields. Instructors in the humanities, the social sciences, and the natural sciences will all welcome its invaluable tips for successful teaching and learning. --Ce texte fait référence à une édition épuisée ou non disponible de ce titre.

Biographie de l'auteur

Peter Filene is professor of history at the University of North Carolina at Chapel Hill, where he has earned six teaching awards. He is author of several books, including Him/Her/Self: Gender Identities in Modern America, In the Arms of Others: A Cultural History of the Right to Die, and Home and Away, a novel. --Ce texte fait référence à une édition épuisée ou non disponible de ce titre.

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Première phrase
Welcome to your first year of teaching. Lire la première page
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Couverture | Copyright | Table des matières | Extrait | Index | Quatrième de couverture
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Amazon.com: 17 commentaires
51 internautes sur 55 ont trouvé ce commentaire utile 
Useful, enjoyable, energizing 19 avril 2005
Par Paul Quigley - Publié sur Amazon.com
Format: Broché
I read this book as part of an effort to catch my breath during Spring Break in my first semester teaching a large college class. It left me feeling re-energized and excited about the new ideas I learned, and gave me new perspective on the whole undertaking. It is chock full of really useful and thought-provoking insights and suggestions. Reading the book basically got me ready to get back to teaching with renewed enthusiasm and confidence.

I would recommend this enjoyable and extremely useful book to any college teacher looking for new ideas and techniques--even a fresh attitude toward how they approach the classroom and their students.
25 internautes sur 30 ont trouvé ce commentaire utile 
Focused on disciplines in the humanities 30 juin 2010
Par Gabriel C. Drummond-Cole - Publié sur Amazon.com
Format: Broché Achat vérifié
The title and several of the other reviews are misleading. This book is by far most useful as a practical guide for college instructors in the humanities. As a mathematics instructor, I found some useful information in this book, but many of the tips and techniques were irrelevant or inapplicable to my situation. I am not dissing a learning-centered approach; I read and enjoyed Ken Bain's "What the best college teachers do." There, I felt the material was presented with a mix of broad, theoretical ideas and very specific, discipline-grounded examples with examples ranging not just through the humanities, but also through the arts, social sciences, and physical sciences as well as mathematics. Here, while some lip service is paid to other disciplines, a good deal of the suggestions and material, particularly in the second half of the book, are only applicable within a particular range of disciplines (admittedly a broad one).

For example, chapter 7 deals with broadening the learning environment and has a number of suggestions for things to do during class besides lecture or discussion. I love the idea of doing this! Traditional math classes are lecture-driven to an incredible extent and I think this is a big part of why people outside the discipline have such a negative association with them. However, there is not one example presented in the chapter that fits with a low-level math class without a ton of shoehorning. The portion of chapter 8 on grading focuses heavily on grading essays. Only in very particular math classes will you ever have the opportunity to grade an essay.

The feeling of being aimed toward teachers in the humanities permeates the book, not just in the suggestions, but in the tone. For example, in the perfectly general section "Don't be a perfectionist" in chapter 10, Filene says "The lecture that impresses your colleagues will fly over your students' heads." The implication is that if you come up with a wildly original and nuanced idea, it may be too much for undergraduate students. If you are teaching a class on the history of the civil war or constitutional law (two examples Filene repeatedly employs), I can see how this implication makes sense. If I, on the other hand, am teaching a course in remedial algebra or anywhere in a calculus sequence, it is essentially impossible for me to give a lecture whose content impresses my colleagues. I may be able to impress them with the clarity of my exposition, but not with any deep content that will fly over anyone's head. This is one example that stuck with me because it was near the end of the book, but there were many moments like this throughout.

I do not think this is a bad book. On the contrary, every part of it felt well-researched, and the text as a whole was not flabby, which is a particular danger of this kind of book. However, I think it is marketed in a deceptive manner, and I was tricked into buying it when I am, I feel, clearly not the intended reader.
8 internautes sur 8 ont trouvé ce commentaire utile 
Brief, practical guide for real-life issues teachers face 19 décembre 2011
Par Elizabeth A. James - Publié sur Amazon.com
Format: Broché Achat vérifié
I bought this book two years ago - November 2009 - when I was looking for What the Best College Teachers DoI believe it came up in my Amazon search because Ken Bain wrote a review or introduction. I thoroughly enjoyed it, and continue to reference it two years later.

I wouldn't have titled it "The Joy of Teaching" because that makes me think of a "Chicken Soup for the Teacher's Soul" kind of text, full of student success stories that are heart-warming and valuable, but don't always meet our need for specific, real-life guidance. The word "practical" is the key word in the title. That's what this book is - practical. And accurate. Detailed and relevant also come to mind. It tells you what you can actually do the month before, week before, night before and minute before walking into your first lecture hall as a teacher.

A lot of time is spent on how to create a comprehensive, practical syllabus, and then what to do when that document fails to accomplish everything you hoped it would. Other topics include planning your class discussions, forming exam questions and how much time to spend on office hours.

It's targeted at new college instructors, but I think I appreciated the advice more as a fourth year instructor than I would have as a totally new teacher. Only someone who has already made many of the minor to moderate mistakes this book warns against, and suffered the major consequences, can fully appreciate the wisdom in these pages.

When I first bought it, I highlighted several pages. Now, I pick it up for a few minutes every quarter or so to scan one or two sections to try to center myself. Other times I use it as a checklist of those little things we can do at the start of each new term that can pay big dividends for our students.

If I were a department chair, this would be a welcome gift to each new hire. If I taught education majors, this would be required reading. In either of those situations though, it would be a brief introduction and overview. It is in no way a comprehensive training manual for teachers, and it never claims to be. Consider this book about 12 minutes of a 12+ hour conversation that any new teacher should get. Unfortunately, 12 minutes is often all many new teachers get. If that's the case at your institution, make sure your new teachers get this book.
11 internautes sur 12 ont trouvé ce commentaire utile 
Worth reading 11 août 2008
Par politicalsciencephd - Publié sur Amazon.com
Format: Broché Achat vérifié
I felt I was still unprepared for what stepping into a classroom might be like, even after having taken a short preparatory course for social science teaching in college. I will begin teaching in a matter of weeks, and this author has helped me tremendously by pointing out some my blind spots which have been created by years of graduate school. These include the differences between how graduate students and undergrads learn (less abstract and more examples) and that one must observe the campus and the classroom in order to gauge what are reasonable expectations in terms of reading comprehension and grading. He also presents helpful guides for syllabi construction and discussion groups.

I really felt like the author was speaking to me in terms of the way I think. A wonderful, useful read!
4 internautes sur 4 ont trouvé ce commentaire utile 
A good starting point 1 juin 2009
Par Mom Academic - Publié sur Amazon.com
Format: Broché Achat vérifié
I really enjoyed this book because it truly helped me realize "the joy of teaching" that perhaps in my over-frenzied, over-worked state, I had missed out. While the book does have tips and ideas in it, it is primarily to help you become more reflective. It's very short and easy to read and it's a great place to start before moving on to more detailed or practical oriented guides like McKeachie's Teaching Tips. If you are short on time and there is only one book you can read before you start an academic position (or if you need some reenergizing) this is the book for you.
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