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Excerpt from The Massachusetts Teacher, Vol. 5 The Massachusetts Teacher is conducted by a Board of Editors, who are appointed annually by the Massachusetts State Teachers' Association, of which body it is the responsible organ. It was established because it was believed that our profession needed a paper of its own. Teachers felt that a Teachers' journal was needed, - one which would come home directly to their own business and bosoms. They believed that such a publication might be made a powerful instrument in advancing the interests of education, and of elevating the profession of teaching. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from The Massachusetts Teacher, Vol. 13: October 1860 He gave several amusing illustrations, contrasting the ancient and modern Greek, and the changes that have occurred, comparing it with. Some of the changes in the English language since the time of Chaucer. He exhibited a programme of a course of studies in a Greek university, where the lectures commence at Six o'clock in the morning. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from The Massachusetts Teacher, Vol. 3 The study of N ature is worthy of our attention in this respect; and its importance 1n this point of view is as great as that of any other branch of study. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from The Massachusetts Teacher, 1850, Vol. 3 The study of the natural methods of classification and more extensive investigations of complicated phenomena, the use of the microscope and dissecting apparatus, may be introduced at a later period; but, unless children be prepared for this higher study, unless they acquire a certain familiarity with the exter nal relations of Minerals, Plants and Animals, it will be as im podble to instruct them further in the higher branches of these Sciences, as it would be to teach mathematical astronomy or nat ural philosophy to those who had never learned to add and sub tract figures, or to obtain the simplest written statement from those who had never learned their A B C. This elementary study should be substantial, and should consist in the illustration of material objects, the properties, forms and characters of which, might be explained, even by those who are not yet familiar with the subject, but who, from a more mature development of their intelligence should always be prepared to describe correctly, what is brought before them. The facility with which we can call the attention of children to phenomena with which we ourselves are but slightly familiar, without giving full explanations of what is seen, shows the ease with which such elementary instruction in Natural History might be introduced in all schools by every intelligent teacher. There can be, there fore, no objection to such a plan, on the ground of the difficulty of the subject; and perhaps some details about the plan to be pursued, will convince the most incredulous. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from The Massachusetts Teacher, 1855, Vol. 8 But it is worthy of note that the activity of the circulatory app. And that of relation should be harmonious. They must therefore be connected, as is represented by the sympathetic ganglia and nerves. AS all these kinds of apparatus serve to organize the body and preserve it, they may be properly grouped, and called the grand apparatus of Organic Life, which, added to that of Rela tion, form the body. Thus by a glance of the e e, the use, relation, and dependence of all parts are seen, an the Italics give hygienic hints, to wit: Properly 1. Educate the Mind. 2. Exercise and repose app. Of R. 3. Rub and clothe the body. 4. Pay attention to. 5. Air. 6. Water and food. 7. Cleanliness and regularity of habits. Of course, each nucleus of the above tableau might be expanded and form a tableau by itself, but the object in this case was, instead of expanding, to condense to the utmost pos sible degree, and present to the mature mind the whole matter in, as it were, a nutshell, so that each word should be a chap ter, and the half a page an entire volume. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from The Massachusetts Teacher, 1849, Vol. 2 The profession demand it from the nature and object of their employment. The direct object of the teacher's labor is the mind: to de velop and educate the intellect, to awaken its faculties, direct and discipline them, is the office and nature of his profession. A considerable portion of the time and labor which are now de voted to teaching are expended in experiment; in ascertaining and then testing the best modes of communicating knowledge. Could his energy and exertion be employed in accordance with the rules of a perfect and complete system of teaching, in which he might safely confide, much greater and more satisfactory results would be accomplished; much time would be saved and the cause of infinite perplexities removed. But such a complete system does not exist. There is no established system of mental philosophy, even; in no other department of knowledge have great minds differed so widely in their speculations, or arrived at results so startlingly opposed. And the principles of teach ing and governing in schools must be learned at the present day, as they always have been, by experience. Eminent teachers have lived who taught with wonderful success, and they have been rendered immortal by the fame of their scholars: but of their peculiar modes of instruction, of the causes and sources of their success, we are almost wholly ignorant: the fruit of their experience has been buried with them. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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Excerpt from Edinburgh New Philosophical Journal, 1857, Vol. 5 Correlation of the Triassic Rocks in the Vale of Worcester, and at the Malvern Tunnel. By the Rev. W. S symonds. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. The short answer is—it’s not what teachers do, it’s what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out—but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn. In stories both humorous and touching, Ken Bain describes examples of ingenuity and compassion, of students’ discoveries of new ideas and the depth of their own potential. What the Best College Teachers Do is a treasure trove of insight and inspiration for first-year teachers and seasoned educators.
How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles’ pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 9th edition of The Adult Learner has been revised to include: Updates to the book to reflect the very latest advancements in the field. The addition of two new chapters on diversity and inclusion in adult learning, and andragogy and the online adult learner. An updated supporting website. This website for the 9th edition of The Adult Learner will provide basic instructor aids including a PowerPoint presentation for each chapter. Revisions throughout to make it more readable and relevant to your practices. If you are a researcher, practitioner, or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without.