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Teaching with Your Mouth Shut, by Donald L. Finkel
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Our traditional "Great Teacher" teaches by telling, inspiring students through eloquent, passionate oration. For Donald Finkel this view is destructively narrow: it takes for granted that teachers teach, fundamentally and centrally, by telling students what they are supposed to know. In Teaching with Your Mouth Shut, Finkel proposes an alternative vision of teaching - one that is deeply democratic in its implications.
Each chapter in this book presents a case study, a story, or a sustained image of a teaching situation - a set of "circumstances" that produces significant learning in students. Each makes sense of the title of the book in a particular way. Each enriches its meaning by one increment. The idea of "teaching with your mouth shut" is explored, exemplified, and varied to such an extent that it ultimately specifies a comprehensible approach to teaching - along with a host of concrete teaching possibilities. In the end, not only will your notion of good teaching be transformed, but so too your sense of what may be signified by the word "teaching" itself.
Teaching with Your Mouth Shut is not intended as a manual for teachers; it aims to provoke reflection on the many ways teaching can be organized. The book engages its readers in a conversation about education. Thus, its purpose is not so much to reform education as it is to provoke fruitful dialogue about teaching and learning among people who have a stake in education.
- Sales Rank: #34287 in Books
- Brand: Brand: Heinemann
- Published on: 2000-03-15
- Released on: 2000-03-03
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x .40" w x 6.00" l, .66 pounds
- Binding: Paperback
- 208 pages
- Used Book in Good Condition
Review
“This book makes me proud to be a colleague with Don Finkel . . . and brings more news about teaching and learning than most books on that topic I've read in the last decades.”–Peter Elbow
About the Author
Donald Finkel lived with his family in Olympia, Washington, and taught at The Evergreen State College from 1976 until his death in September, 1999. He is coauthor, with William Ray Arney, of Educating for Freedom: The Paradox of Pedagogy (Rutgers University Press, 1995).
Most helpful customer reviews
65 of 75 people found the following review helpful.
A Good Book For Privileged Teachers
By Amazon Customer
"Student-Centered learning" is the current fad in educational circles, and it's a great concept if you're fortunate enough to have students who are centered enough in their own learning to respond effectively to the great ideas presented in this book. However, way too many of us do not have the luxury of teaching at a college where, according to Finkel in the Afterword, there are "no requirements for students, no majors, and no grades." In other words, the students are there to learn, and unfortunately this isn't the case in most colleges today, especially the community colleges, where, on the average, students are consumers who view meaningful learning as a bump in the road to their success, especially when they work two full time jobs, have 17 kids, and insist upon taking 18 hours a semester.
While I enjoyed reading about Finkel's teaching strategies, I found myself wondering how all this would work with my students at a community college in South Carolina, a state with a horrendous secondary educational system, where the best and brightest leave for greener collegiate pastures in other states, and the local colleges are stuck with those passive souls who have never been required to perform and don't expect to do much of anything except to be entertained.
Don't get me wrong. Finkel has some wonderful ideas about student-centered learning, but when I have used this approach in the past, my students tended to respond negatively. On evaluations, they have said that my student-centered approach was "an excuse for not being prepared." "He needs to learn how to lecture," one of them wrote. In other words, these T.V. babies want to be spoon fed, and, although Finkel correctly argues that a great teacher "refuses to teach" in the traditional sense, the student evaluations tell the tale, and that's the tale that number-crunching administrators hear.
One of Finkel's great ideas is to write each student a letter (usually four to five paragraphs) in response to each paper that they write. If I did that, I would still be writing letters from two semesters ago, because at my college we are required to teach five classes each semester, and most of these are composition courses consisting of as many as 23 students, some of whom can barely write a sentence. In these courses there are usually six papers due each semester. Can you imagine writing 690 letters a semester? I can't. But then again, Finkel isn't teaching composition, and for that he is to be commended.
To be fair to Finkel, I must say that anyone who is foolish enough to get into the educational field and fortunate enough to teach in a place that genuinely values education over consumerism, this book is definitely for you.
1 of 2 people found the following review helpful.
Teaching with Your Mouth Shut
By B. Harper
Terrific book that uses the Socratic method to teach students how to Think, and learn rather than memorize.
9 of 9 people found the following review helpful.
Stop telling, start thinking
By Melissa Wright
Finkel's book describes teaching techniques that he has derived from Jean Piaget's work on cognition and John Dewey's ideas about education. The ideas of "teaching with your mouth shut" are basically ways to teach without Telling. The author believes that Telling, straight lecturing to students about fact-based information, does not challenge our students to learn to think for themselves, a point that I agree with. The methods of teaching that he describes here focus on making the learner process, question, and draw conclusions from the information they were learning, which I believe will both teach them the information and teach them how to learn. Personally I envision the utopian education experience to be one where students learn how to learn, rather than just learn facts that they may or may not be able to apply to their lives and future occupations. As the author points out though, the methods described won't fit every teaching situation, so they must be taken as ideas rather than a cook-book for great teaching. As I read it I viewed his thoughts as jumping-off points for thinking about my own creative ways to teach without Telling. Many of the ideas that he suggests remind me of things that I do with my students (such as teaching through writing to and for your students), and some of his ideas have given me "food for thought" for creating positive changes in my classes. I enjoyed reading this book, and I think that any teachers who are interested in pedagogy enhancement will enjoy it as well. His writing style is more conversational than technical, which makes the text enjoyable to read even for someone who may never have taken an education course (i.e., many faculty members). I would like to see some of his suggestions become more commonplace in higher education, so I would highly suggest this book to teachers and anyone interested in improving education.
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