Professional Documents
Culture Documents
Volume 67
Number 5
May 1990
413
47.
48.
49.
50.
fashion that the student has a chance to write it down, but never, never, repeat every sentence: the result of verhatim repetition is simply half a lecture in a given time. Do not confuse lecturine with dictation: the former is a creative process, activel; received and worked on by the student. the latter a mechanical exercise, passively recorded for later understanding. Never be so simple as to he trivial, or so complicated as to be obscure: a clear lecture need not he simple, and a profound one need not he obscure. Act out of the conviction that your teaching matters, even though you may not be able to prove this. Do not leave a lecture without a feeling of exhilaration and exhaustion; without these the lecture was probably not superb.
51. Intelligence ismeasured more by the quality than by the quantity of learning. 52. Donot expect that your students have an infinite capacity for learning: the limits of saturation of the mind are set more by physiology than hy intelligence. (Intellieence is the caoacitv of maximizine achievement within ;he physiologi&d givens or constraks of your mind.) 53. Do not deride originality born out of ignorance. 54. The prime challenge of teaching is to retain the students' enthusiasm in spite of their growing knowledge; a good teacher fosters creativity in the face of information. 55. Instructors do not ever give grades. Students earn them. 56. Do not confuse good teaching with good examining, or aood examinina with good mading. (To lecture is one thing, to examine anither,to grade and evaluate yet another; a good teacher must master all three.)
414