The Skillful Teacher

participatory discussion in,
200–202; planning and preparing
for, 195–196; problems for teachers
and learners in, 208–210; quality
of, 192, 209; relational dimension
of teaching and, 192; sequenced
questions in, 207; small group
assignments in, 206–207; and 
student anonymity, 197; teacher
modeling of, 202–203; teacher’s
social presence in, 193, 199–200,
201–202
P
Palloff, R. M., 192, 193, 194
Palmer, A. C., 75
Palmer, D. R., 155
Palmer, P. J., 57–58, 67
Pascarella, E. T., 75
Paterson, R.W.K., 98, 130
Pedagogy. See Teaching practice
Pedagogy of the Oppressed (Freire), 98
Peer learning communities, 93–94,
260–261
Peer teaching: impostorship and,
82–83; and practical reasoning, 8
Performance anxiety: causes of, 133,
134–135; classroom exercises to
alleviate, 145–146, 150–151
Perry, W. G., 36, 75
Peters, R. S., 129, 170
Piskurich, G. M., 193
Political teaching: alliance building in,
244–245; choosing one’s battles in,
246–247; defining, 240–241; and
deviance credits, 245; external recog-
nition and, 247–248; importance of
paper/e-mail trails in, 249–252; 
institutional rhetoric in, 244; new-
comer’s anthropological approach to,
243–245; penalties for, 241–242; and
student sense of agency, 241; survival
tactics in, 243–252
Polyani, M., 11
Practical illustration, as classroom
modality, 166–167
Practical reasoning process: appraisal
in, 8; scanning in, 6–7; and situa-
tional nature of teaching, 6–8; and
unanticipated situations, 61
Pratt, K., 192, 193, 194
Preskill, S. L., 3, 6, 26, 115, 163
Professional ethos, 18
Q
Questions: lecturer’s use of, 109–111;
and teacher credibility, 59–60, 68
Quotes to affirm and challenge (exer-
cise), 149
Index
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294
Index
R
Race, P., 100, 102
Resistance to learning, 211–233;
alumni panels used to combat, 227;
and change as threat, 214–215;
classroom containment of, 212;
and conversional obsession,
213–214; culturally induced, 157;
determining origins of, 225; and
fear of the unknown, 218; and
incremental fluctuation of learn-
ing, 218–219, 231–232; and 
incremental learning assessment,
229; and justification for learning,
230–231; justified, 212–213, 226;
and learning relevance, 219–220;
and learning styles, 219; and levels
of learning readiness, 220–221; 
and loss of certainty in learning,
218–219; and pedagogic variety,
228–229; and personal truculence,
217; public confrontation of, 232;
and realistic learning goals, 216;
and right not to learn, 233; and
student background, 226; and 
student self-image, 217–218; and
successful learning experiences,
231; and teacher personality,
224–233
Respectful listening: in democratic
classrooms, 167–168; in discussions,
122–123, 144–145
Ricardo-Rivera, J., 75, 78
Rogers, C., 169
Role plays, emotionality of learning
in, 87–88
Ryan, J., 85
S
Sackey, C., 85
Sacks, P., 223
Schubert, W. H., 3
Schulte, A. C., 155
Self-critique, as teaching technique,
139
Sentence completion exercise,
126–127
Shor, I., 36, 98–99, 104, 169, 176,
177, 243, 245, 276
Siberia, lecturing from, 104–105
Silence, classroom: in diverse class-
room, 151; methods for dealing
with, 4–6, 131–132; student inter-
pretations of, 36; teacher-intro-
duced, 102–103, 164–165
Simon, R. I., 77
Skillful teaching: attentiveness to
student concerns and difficulties
in, 31–32; contextually informed
teaching as, 24–26; core assump-
tions of, 17–33; critically  reflec-
tive stance in, 26–28; in diverse
classrooms, 18–20; emotional
empathy in, 30–31; evaluation as
indicator of, 175; habits of mind
and practice in, 18; healthy 
skepticism in, 278; honest criti-
cism in, 28–29; knowledge of 
how students learn in, 263–265;
maxims of, 261–278; in online
environment, 196–200; student
affirmation in, 186; and struggling
students, 20–22; teacher as learn-
ing helper in, 276–278; teacher
modeling in, 32, 109–112; use of
power in, 276
Smith, E., 154
Snow, C. P., 238
Snowballing exercise, 150–151
Socratic dialogue, and classroom 
discussions, 129
Speech policy, 126
Steadman, M. H., 35
Steele, C. M., 75
Strauss, L., 75
Student attrition, and epistemological
panic, 91
Student classroom experiences, as
object of critical commentary,
27–29, 122
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Student classroom participation: and
first class alumni panels, 23–24; and
perceptions of “good” participation,
7; and performance anxiety, 4–6;
teacher interventions for encourag-
ing, 19–23. See also Classroom 
discussions
Student diversity, and framing of
learning experiences, 36. See also
Diverse classrooms
Student engagement: self–doubt as
barrier to, 76, 83; and student 
talk, 167
Student grouping, in diverse class-
room, 160–162
Student learning: and critical reflec-
tion requirement, 264; and culture
of entitlement, 223; and cultural
mores and traditions, 221–223;
epistemological reframing in,
90–91; and fear of loss of face, 221;
fluctuating rhythm of, 91–95,
218–219; gauging diversity in,
155–158; in groups of difference,
161–162; informed pedagogy and,
24–25; relevance and utility of,
264–265, 273; responsibility of
organizing and conducting,
220–221; and teacher interven-
tions, 20–22. See also Emotions of
learning; Resistance to learning
Student learning evaluations,
173–189; anonymity and power 
differential in, 28–29, 173–174;
clarity and transparency in,
183–185; in collegial or collabora-
tive practice, 177–178; and criti-
cally responsive teaching, 174;
end-of-course, CIQs and, 45–47,
189; exercise of teacher power in,
236–237; externally imposed crite-
ria for, 176; as guidance for future
actions, 186, 187; helpful, charac-
teristics and examples of, 178–180,
181–187; immediacy and regularity
of, 185; judgmental and value-
laden nature of, 175–177; need for
discussion and feedback on,
185–186; and student commitment
to learning, 174; student evaluation
of, 189; and student learning
rhythm, 185; suggestions for
improving, 187–189; and teacher
credibility and authenticity, 175;
unhelpful, 178, 179, 180–181;
value judgments in, 175–177
Student learning journals, guidelines
and prompts for completing, 39–41
Student talk: correlated with learning,
167; as teaching modality, 167–168
Student-teacher relationship: building
trust in, 49–50, 67–73, 276; and
discussion engagement, 115; and
student learning evaluations,
173–174
Students of color: class differences
among, 154; emotional impacts of
college on, 78, 84; exclusive group-
ing of, 160–161
Syllabus tests, 70, 164
T
TATBTS (The Ability To Be Taken
Seriously), and teacher credibility,
244–245
Tarule, J. M., 75
Teachable moment, responding 
to, 269
Teacher authenticity: and autobio-
graphical disclosure, 71–73, 157;
and congruence between words and
actions, 67–69; and development of
student trust, 67–73; established
through teacher talk, 167; and full
disclosure of agenda and expecta-
tions, 69–70; student definition of,
56; student evaluations and, 175;
and student learning, 57–58; and
student-centered responsiveness,
70–71; and teacher credibility, 
Index
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Index
Teacher authenticity (continued)
73–74; and teacher personality,
270–271; and teaching for critical
thinking, 58; and teaching for
diversity, 171
Teacher characteristics: authoritarian
versus authoritative, 169; expertise
and critical competence as, 178;
preferred by students, 55–58
Teacher credibility: and clear agendas
and expectations, 168, 223–224,
230; common indicators of, 58–67;
and communication of conviction,
64–66; and demonstrated expertise,
59–61; feedback and, 65–66; orga-
nizational, and deviance credits,
245; pedagogic experience as indi-
cator of, 61–63; probationary test-
ing of, 62–63; and self-deprecation,
66–67; student evaluations and,
175; students’ conception of,
56–57; and teach authenticity,
73–74; and teacher experience,
61–63; and teacher talk, 167
Teacher evaluations, 166; hostility in,
273; impostorship anxiety and,
80–81; working philosophy and,
257–258
Teacher expertise: critical compe-
tence and, 178; student indicators
of, 59–61
Teacher networks, emotional suste-
nance provided by, 259–264
Teacher personality, acknowledging
mannerisms in, 270–272
Teacher responsiveness: to CIQ 
feedback, 43–45, 49–56; evaluation
and, 175; as hallmark of authentic-
ity, 70–71; and majority wishes, 71
Teacher self-disclosure: autobiograph-
ical, 71–73, 157; modeling of, 40
Teachers of color: and cultural sui-
cide, 85–86; and establishment of
credibility, 62–63
Teaching approach: authoritative ver-
sus authoritarian, 178; balancing
support and challenge in, 274–275;
clarity of purpose in, 99–100; direc-
tive, 169–170; empathetic, 266; “fly
on the wall,” 275; idiosyncratic
nature of, 265; instinct in, 267; risk
taking in, 268–269; and student
learning style, 219
Teaching practice: conversional
obsession in, 263; critical reflection
modeled in, 26–28; diverse learning
modalities in, 267–268; ensuring
emotional survival in, 253–261;
expectations of being liked and
admired in, 272–273; experimenta-
tion and feelings of impostorship
in, 80–81; forming supportive 
networks in, 259–261; impacts of
context and contingency in,
261–262; informed, and student
learning, 24–25; notions of balance
and perfection in, 262–263; ratio-
nale, explicit communication of,
61, 63–64; situational nature of,
1–7; trust building in, 49–50,
67–73, 276; unpredictability and
irresolvable dilemmas in, 8–11;
working philosophy in, 253–259.