The Skillful Teacher

J
Jacobs, D., 14, 246
Jacobvitz, R. S., 3, 26
Jalongo, M. R., 3
Johnson, S. D., 205
Johnston, C. A., 155
K
Kember, D., 155
Kets de Vries, M.F.R., 79
King, P. M., 37, 75
Kitchener, K. S., 37, 75
Kolb, D. A., 155
L
Large classes, feedback in, 52, 65
Law, C. L., 84
Learning audit, overview of, 38–39
Learning Combination Inventory, 155
Learning and Study Skills Inventory,
155
Lecture-based teaching: assumption
hunting in, 112; and “banking 
education” concept, 98–99; charac-
teristics of helpful lectures in,
101–102; “chunked” approach to,
103, 105–106; critique of, 97–99;
versus discussion methods, 97–98;
introducing alternative perspectives
in, 111–112; and lecture organiza-
tion, 106; modeling desirable
behaviors in, 101, 111–112; pri-
mary function of, 100; reasons for
using, 100–101; scaffolding notes
provided in, 107–108; silent inter-
ludes in, 102–103; small–group pur-
poseful conversation in, 103–104;
teacher self-assessment in,
112–113; varying communication
styles and modalities in, 99,
102–106; verbal signals in, 108–109
Leung, D.Y.P., 155
Lewis, D., 193, 200
Lindeman, E.C.L., 115, 123
Lodge, D., 235
Logan, J., 3
Logan, M. C., 199
M
Mamet, D., 238
Mandated courses, unorthodox
approach to, 22–24
Marcuse, H., 129
Marton, F., 75
McMunn, N. D., 26, 35
Miller, J. L., 26, 86
Mills, C. W., 240
Muddiest Point exercise, 38, 104
Muddling through, teaching process
of, 1–8
Multicultural classrooms, 154, 158,
159. See also Diverse classrooms
Myers-Briggs Personality Type 
Inventory, 155
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