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Teachers as
the most out of your team and how to help them succeed.
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he had found the answer, which he shared with me (and he my scripture courses in a way that essentially supported
was right). I sensed he had learned far more than if I had that outcome. Over time, I have included two very different
given him the answer myself. On that occasion, at least, I outcomes in my course objectives:
had been a multiplier as a teacher rather than a diminisher.
1. You will be better able to dig deeply into the scriptures to
But I wonder how many similar opportunities I have missed
glean insights with the help of the Spirit.
because I was eager to demonstrate my knowledge and
intelligence rather than to develop it in my students. 2. Youll be even more likely to make a lifetime pursuit of
studying the scriptures.
was eager to demonstrate to glean insights for themselves, they will continue learning
for life. As I shifted my focus in my scripture-based courses
my knowledge and more explicitly to cultivating the ability to read the text
carefully, I noticed that my multiple-choice final no longer
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miss by reading them separately? I discovered that in a
relatively short period of time, I could ask individualized
questions of almost all the students in my class. And in the
process, Id shifted the focus to them as learners and away
from me as the teacher.
I have discovered
a surprising way in
which teachers can
inadvertently be
diminishers: when we
allow a few students
to dominate the
discussions and providing explanations, usually in small
doses but occasionally even in larger ones. But if I insist in
discussion.
reserving almost all the air-time in every class for myself, Finally, in face-to-face classes I have discovered a
what message do I send to my students about my belief in surprising way in which teachers can inadvertently be
their abilities? And am I really helping them grow, or am I diminishers: when we allow a few students to dominate the
simply reinforcing the notion that they can only master the discussion. As I asked students about this in preparation
material if I personally guide them through it? for a presentation on that topic one year, I was a bit taken
Even before the advent of the Learning Model, I always aback at the intensity of their feelings on the subject. Many
strived to actively involve my students in the learning of my students were downright irked by classmates who
process. However, when I taught a class online, I realized dominated discussion, and they held their professors
how much more I could do in this regard. In the first responsible for failing to rein them in. Regardless of who
couple of weeks of facilitating the discussion board, I found was to blame, the effect of such a situation was clear: more
myself typing up lengthy posts with my insights. But I introverted students tended to withdraw and become
quickly realized I simply did not have the time to post such passive observers, yielding the floor to their classmates
comments for every student in the class. So I shifted gears who enjoy being on center stage.
and asked myself, How can I have the biggest impact on I do not mean to suggest I have found all the answers.
individual student learning in an hour? I still post shorter, But as I have begun asking how I can do more to
substantive comments on occasion, but I have largely multiply the capacity of my students rather than simply
shifted my focus to leveraging my time by asking students measure it, I believe it has made me a more careful and
questions like these: How did you reach that conclusion? productive teacher.
That reminds me of Moses 1. Do you see any parallels
there? What do you think Mormon means when he
refers to the heavenly gift? How might this principle
affect the way you parent your children? If you read John
8 and 9 together, what insights do you gain that you might
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