>
> We tend to assume that we have much more power, or much less power, than is
> warranted by reality. Some of us think we have "much more" power when we
> believe that the experience in our math class is sufficient to overcome both
> the student's personal history AND any institutional barriers. Some of us
> think we have "much less" power when we think there is nothing that we can
> do that will have an impact on our students.
>
> We have significant power to impact our students; however, to exercise this
> power, we need to take into account the interaction between "student",
> "our math course", and the "institution". Because these sets of factors
> vary across the set of community colleges, I think that there are places
> where a "more traditional" curriculum is desired -- as well as places where
> a "more reformed" curriculum is desired.
>
>
It seems to me that a younger instructor would tend to overrate and an
older instructor would tend to underrate the "power" of" the force" of the
teacher. Speaking for myself, the older I get the more I feel that the
student is the instrument of her/his own learning. I feel more and more
that I am a minor piece in the learning process. The student can learn
without me. Students educate themselves using their own
intelligence,drive, ingenuity and the opportunities available to them in
their chosen college. Schools are for people who want to learn. When
schools fail with those who want to learn they fail(by want to learn I
mean doing what is required to succeed in school).
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