Essay 1 Subjecting others to specific teaching strategies and being subjected to teaching strategies creates two different perspectives,

one from the viewpoint of the teacher and the other from the viewpoint of the student. It seems that a good teacher must take into account both points of view; recognizing the mindset of the student a ows the teacher to shift his or her strategies in accordance with that mindset. ! bad teacher, on the other hand, seems to re y more on ignorance than understanding, acting in a way such that students become confused or unmotivated. I have had both types of e"periences within my ifetime #as I suppose most have$, each of which has affected my persona being in its own distinct fashion. I wi e"p ain one e"perience #from a student%s and teacher%s perspective$ and then use this empirica evidence to c aim how the teacher e"hibited good teaching &ua ities #contrary to his typica behavior$. ! memory that continues to stand out in my mind concerns a regu ar day in an auto shop c ass. !s with a ot of e ective c asses, the students e"pected to pass easi y and spend most of their time goofing off. 'owever, this day the students #inc uding myse f$, went a bit too far and had stacked up a pyramid of desks and stoo s outside of the teacher%s office door. (ucki y for us, he was in his office and by some magica stroke of fate the door was )window ess*. !s he opened the door the ten+foot ta pyramid came crashing down; the sound was trumped on y by our roaring aughter. 'is face reddened and the f ush of co or forced the room into si ence. I was tense, ready for the usua e"p oding rant, but instead was met with an une"pected #and surprising y ca m$ speech. )I can%t understand why you students don%t want to earn. ,on%t you see the importance in know edge- .he usefu ness of know edge-* I suppose, for most of the students, his words disappeared as fast as they were uttered. 'owever, I a so suppose that I had never rea y thought about )the usefu ness and importance of know edge*. Schoo work was a ways done because it was e"pected of me #and I wou d get paid for good grades$, but I had never rea y put a )price* on the va ue of the schoo work in and of itse f. /rom the perspective of a student, his ca m and passionate in&uiry seemed out of the ordinary and forced me

to &uestion my own behavior0be iefs. /rom the viewpoint of a teacher, his strategy shifted to a more direct and honest approach, a owing his words to connect with at east one student positive y. .his e"perience demonstrates the effect of the new strategy as opposed to his usua ye ing. !s a student, I found this e"perience to be profound and continua y think about the use of know edge. I was ab e to earn from the teacher because I fe t as though he wanted to make a connection and te us something usefu . Some teachers I had throughout high schoo wou d try to )teach* the students by sco ding them and pointing out their f aws. .his method seems to either ower the se f+esteem of the student or push them away from wanting to earn. 1eing ca m and asking &uestions that cause the student to think is a better approach than the former. !s a teacher I hope to reach peop e in the same way and get across the importance of know edge. 2enera y speaking, it is better to have the students &uestion their own actions instead of point them out angri y and though this may seem evident, e"perience has shown that a teacher does not a ways act in accordance with this idea.