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1、 Teaching and Learning A Model for Academic and Social Cognition Marjorie S. Schiering, Drew Bogner, and Jorun Buli-Holmberg Rowman siblings Judy Borkum and Edward After; parents Mollie and Red; Daisy Schneider; and Roy Pellicano for a com- ment on a world sociology. Also recognized are Mr. Bailent,
2、 principal of the first elementary school in which I taught in Columbus, Ohio, and all the students who, during my forty-five-year career, showed me that learning and teaching are infinitely interconnected and we never stop learning and teaching, simultaneously. Lastly, there is appreciation for Mis
3、s Carragher, who taught me in a tenth-grade social studies class that telling someone “I believe in you” may well serve as the catalyst for their self-respect, and for their coming to the point of realizing “I am enough.” Drew Bogner and Jorun Buli-Holmberg: We acknowledge our spouses, Karen Bogner
4、and Jon Eric Holmberg, for their support and willingness to make available even more time from our personal lives to pursue this academic endeavor. Combined Special Acknowledgment The authors of this book collectively offer their special acknowledgment, gratitude, and appreciation to Mrs. Diane Forn
5、ieri, assistant to Dr. Drew Bogner. The transcribing of the books content, addressing photocopying, mailings, corrections to text structure, and a myriad of other activities in- volved in compiling this manuscript, over a three-year time period, would not have been a reality without her dedication t
6、o the overall endeavor. A thank you hardly seems adequate considering Dianes expertise applica- tions, as well as her attention and allegiance to our project. Book 1.indb viiiBook 1.indb viii4/28/11 5:12 AM4/28/11 5:12 AM 1 Y oure becoming a teacher, or you are a teacher, and in either instance you
7、know, whether overtly or subliminally, that the responsibilities of educators encompass a great deal of information presentation and processing. You may see this as the academics of education, as it deals with “what” youre teaching. However, underscoring that, theres the class- room environment, whi
8、ch takes into consideration emotional factors. You would think of this as being “how” the class interacts when learning and as the social part of education. Together they form a whole classroom. You probably recognize each classroom as being unique because of those occupying that space having differ
9、ent abilities and personalities. PART ONE A NEW LEARNING AND TEACHING MODEL Book 1.indb 1Book 1.indb 14/28/11 5:12 AM4/28/11 5:12 AM PART ONE INTRODUCTION 2 And it is the demonstration of these that come to form the concept of schooling being a diverse situation. So, there are differences, thats a g
10、iven. What may not be a given is the teachers role to balance these dif- ferences in a way that promotes learning being enjoyable and a process thats worth ones involvement. During the years of teacher training and later, as educators experience the dynamics of their classrooms, having this mixed ac
11、ademic and social environment becomes clearly evident. Methods courses and those involv- ing professional development are based on “how to” use varied means for disseminating information that needs to be learned. Underneath, or in conjunction with these, are the socialization issues. Clearly, these
12、impact the shared environment of the formal school setting. In that vein, just one responsibility of teachers is to promote self- awareness and high self-esteem by providing information that will create am- icable relationships. Then teaching is not just having whats in a textbook be- ing learned. T
13、eaching also involves the communal interactions of a classroom influencing and being conducive to an environment that promotes, through discussion, definition and modeling, the ability to interact with others. For six and more hoursfive days a week from kindergarten through grade 12, and sometimes b
14、efore and after thatparents put their most precious gifts, their children, into the teachers hands. What happens in that classroom shapes those in that space. This develops a desire to gain knowledge and the formation of attitudes, belief and value systems, and dispositions and demeanors. What happe
15、ns in the classroom serves as the catalyst regarding a desire to learn. The combination of individuals and the whole groups academic and social cognition, the thinking and feeling in the classroom, and the interrelationship of learning and teaching, as well as the internal and external factors that
16、influence who one is as a learner and teacher, are the topics presented in part I of this book. How would one define teachers? Fundamentally, they are present and future caretakers of learning and teaching. How this happens will influence the very core of who we are as individuals, and what come to be the thinking and feeling realities by which we livewherever this may be. Because of the academic and social cognition that “is” the classroom, educators/teachers are major
