Joy Of Teaching Research Articles

The Learning Disabled Student: Structuring of the Classroom Environment to Improve Learning

AbstractA child classified as learning disabled can function better in the school setting where the academic environment is structured under a competent instructor who is a well-ordered individual and who finds joy in teaching. The special teacher is seen as a sensitive person possessing those qualities of knowledge and dedication necessary to individualize instruction and to help each child to feel successful in the classroom regardless of his limitations. A comprehensive over-view of the aspects of classroom structure for the learning disabled student is discussed in relation to the writer’s own experiences as principal of a school for learning disabled children in Akron, Ohio, U.S.A.

Experiencing Joy in Teaching

Experiencing Joy in Teaching

A Book for All Seasons: The Immortal Profession: The Joys of Teaching and Learning by Gilbert Highet

"A Book for All Seasons: The Immortal Profession: The Joys of Teaching and Learning by Gilbert Highet." Change: The Magazine of Higher Learning, 8(8), p. 56

Editorial: The joy of teaching.

The teaching-learning process occurs between instructor and student by their working together to find a solution to a particular problem. An example is given of the calculations necessary to determine the threshold energy for triplet collision in the interaction of radiation and matter. The investigation of difficult or unusual problems is a valuable experience to both student and teacher. Any knowledge that adds to the understanding of life and nature has a value of its own.

Book Review: The Joy of Teaching

Book Review: The Joy of Teaching

Educational Objectives and the Joys of Teaching

In teaching, as in every craft, there are masters from whom apprentices can and should learn. The profession as a whole might gain much from such persons, but, as Dewey observed, successes of such individuals tend to be born and to die with them; beneficial consequences extend only to those pupils who have personal contact with such gifted teachers. He continued, . . the only way by which we can prevent such waste in the future is by methods which enable us to make an analysis of what the gifted teacher does intuitively, so that something accruing from his work can be communicated to others.'

The Joy of Teaching

The Joy of Teaching

A goodly company

With this dinner tonight, there comes to a close a period set aside for the consideration of teaching as a profession. To those of us who have followed this Institute from its beginning in 1938, the Fourth Institute on Professional Relations has been a peculiar and creative experience. For, with the presence of our guests who still have before them the realization of the bitter-sweet joys of teaching, we have been freed from deadening convention and stultifying custom, into which experience so often forces one, and have viewed again with the eyes of youth this privilege of teaching. All the eagerness and trepidation which they bring to their new work, we ourselves once felt-and do on occasion still feel. This visit has been, we hope, of value to them. It has been a renascence and a rededication to us, in that we have been led to remember not only ourselves as young teachers, but that long and shadowy line of those who before us dedicated themselves in many lands and many ages to the nurture of the young. Of this long line the beginning teachers now become the front file.

The Joy of Teaching

The Joy of Teaching

The Joy of Teaching

The Joy of Teaching