THIS BOOK is about teaching. And because it is about teaching, much of it is devoted to the
1.personal qualities of good teachers. Believing that teaching is an art, we have emphasized the artists who practice it.
2.This does not mean that we are unmindful of the science of teaching;
3.as with every other art, mastery of teaching is gained through close attention to methods and materials as well as to refinement of native gifts.Yet we have focused on the qualities, both natural and cultivated, of those who teach rather than
4.on the techniques they use because far too much attention has been given to explaining the process of teaching and not nearly enough to describing the people responsible for that process. Those people cannot be separated from what they do. The human factor in teaching is infinitely variable and beyond the reach of scientific inquiry. It is that factor, rather than the professional one, that is the subject of this book.
1.这本书是关于personal qualitities of good teachers，老师的品格
We have written it for those who teach and for those who wish to consider what makes up the art of teaching and learn to recognize its achievement. Who, specifically, do we have in mind as our readers?
- Those who are
1.considering teaching as a career or just beginning to teach, who need to know both the demands of their chosen work and the deep satisfactions of its pursuit and mastery.
2.Veteran teachers, practiced in their ways and classroom characters, who may need reassurance about the value, indeed sometimes the glory, of their efforts, and who may also seek the inspiration and encouragement to evaluate their old habits and to consider new ones.
- Those many people-parents, students, administrators, members of governing boards, and public officials-who
3.evaluate teaching for personal or professional reasons.
- And those many others who, with no less seriousness of
intent or moral concern than professional teachers,
4.occasionally instruct other peoplein unfamiliar tasks parents, police officers, managers, counselors, coaches, and all professionals-
5.in fact, anyone and everyone.
The book originates in our personal experiences. It represents the distillation of two lifetimes of teaching in many settings, from an elementary school classroom in the slums of southeast London to graduate seminars in an Ivy League university. Yet it is in no sense a memoir; it contains no references to personal history. It is instead, as Gilbert Highet characterized his own penetrating Art of Teaching,
1."a book of suggestions drawn from practice."
Because the book is intended to highlight the qualities that make up great teaching, we have thought it useful to illustrate the form and shape which these qualities may take in classrooms with the portraits of teachers-good and bad, exemplary and cautionary-at work. While the characters are fictional, they are by no means figments of our fancy; we have drawn their traits and tactics from teachers we have known and from our own experiences. We wish the sketches to demonstrate teaching in progress -
1.a living process full of teachers' faults, foibles, mistakes, quirks, fancies, and blemishes as well as their virtues and triumphs. No single person to our knowledge has ever possessed all the virtues or vices we portray, but all these attributes of teachers have existed somewhere, sometime. By illustrating with concrete examples the general elements of which we have written, we hope to help
2.make somewhat abstract qualities come to life.
Every idea in this book rests on our conviction that, for those who pursue it seriously,
1.teaching is a calling, a summons from within; that it is among life's noblest and most responsible activities-an activity in which we have all engaged at one time or another as parents, workers, and friends; and that those who teach with fullness of heart and complete engagement are entitled to every honor and support that their communities can extend. Thus we hope to find as readers those who wish to understand, as we have tried to understand, good teaching wherever and however it occurs. We have written for all, like ourselves, who would gladly learn that gladly they might (better) teach.
The book has been greatly improved by the engaged readings and wise reflections of those who have exercised their critical powers on earlier versions of the manuscript: Olivia P. Banner, Christine R. Beacham, Paul L. Brannan, Betty M. Cannon, Edwin J. Delattre, A. Graham Down, Richard Ekman, Barbara C. Follansbee, Alan Fraker, Dennis Gray, Norman Hirschfeld, Phyllis Hirschkop, Marvin Hirshfeld, Gwin J. Kolb, Bryce V. Lambert, Jacob Neusner, Roger Rosenblatt, Robert A. Scott, Eileen Sheehy, and Jane Zacek-teachers all! Mark Carroll and Dana J. Pratt provided sage advice and comforting assurance about the publication of the work. At Yale University Press, Dan Heaton's editorial gifts greatly sharpened the text, and Charles Grench warmly encouraged and skillfully supported our work. While relieving them all of responsibility for any errors that may remain and for all arguments with which they may still disagree, we are nevertheless deeply grateful for their assistance and counsel.