Grand Valley Review

Volume 10 | Issue 2 Article 7

1994 "I Am Not a Role Model": Charles Barkley and the Morality of Teaching Brian White Grand Valley State University

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Recommended Citation White, Brian (1994) ""I Am Not a Role Model": Charles Barkley and the Morality of Teaching," Grand Valley Review: Vol. 10: Iss. 2, Article 7. Available at: http://scholarworks.gvsu.edu/gvr/vol10/iss2/7

This Article is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in Grand Valley Review by an authorized administrator of ScholarWorks@GVSU. For more information, please contact [email protected]. ; in the Library" "I AM NOT A ROLE MODEL": CHARLES BARKLEY AND THE MORALITY OF TEACHING

Brian White merican Women's INTRODUCTION ~lativism: Barkley's Story-And Ours od, the Bad, I remember the first time I ever saw Charles Barkley play professional basketball. ~rnational Business I said to myself, "That man is a monster." He is enormous; he is powerful; he is quick; he is graceful; he is mean. When being interviewed, he makes very plain that 1 American Studies he does not suffer fools gladly and that nearly everyone is a fool. He has become an unusually successful, unusually famous, unusually notorious athlete. But his fame and notoriety have not driven him into seclusion. To the contrary, he refuses to be constrained or controlled by public opinion or the crush of adulation. He goes where he wants to go and does what he wants to do. After a game, he goes out on the town. He spends time in bars, but has never (to my knowledge) been accused of being out of control or of having had too much to drink. Unfortunately, this cannot be said of certain of his fellow patrons. In the past few years, several people who obviously do not value their own lives have picked fights with Charles Barkley, in and outside of various drinking establishments. So far as I know, Barkley has never lost one of these fights, but he has come under increasing attack for even being in places where such altercations could occur, and for responding to these chemically altered simpletons with a less than cool head. "Charles!" people say. "Don't you know that you are watched and admired by thousands of young people? That thousands of young men want to be just like you?" To which Mr. Barkley has responded, "I am not a role model." Karl Malone, another large professional basketball player, has taken issue with Barkley's response, and has tried to convince Barkley that his personal decision NOT to be a role model doesn't change the fact that he IS one-like it or not. To date, Barkley has not backed down (from anything); he persists in believing and in stating that he is a professional athlete, not a role model; that parents are the rightful role models for today's young people. I would like to point out a way in which university professors are role models for the next generation. You might (like Barkley) decide that, whatever White says, you are a professor, and not a role model. Like Malone, however, I will say that all of us are role models, that we have no choice, and that we have an ethical responsibility to be the best role models we can be. Grand Valley Review • 3 aware of the moral v The Teacher as Role Model "reverently conscioL ludicrously oxymoror In The Process of Education, Jerome Bruner (1977) writes that academy. The teacher is . . . an immediately personal symbol of the But perhaps revE educational process, a figure with whom students can identify and Grand Valley. A high compare themselves. Who is not able to recall the impact of some (more than one in t particular teacher-an enthusiast, a devotee of a point of view, a attitudes, techniques disciplinarian whose ardor came from love of a subject, a playful but adopted by these fu1 serious mind? There are many images, and they are precious. Alas, teach today-not jus there are also destructive images: the teachers who sapped students on a daily confidence, the dream killers, and the rest of the cabinet of horrors students in the pu (pp. 90-91 ). responsibility to our c Bruner argues that these powerful images of teachers, whether precious or destructive, become entwined with students' images of subject matter. And T according to Dewey (1933}, ". . . the influence of the teacher's personality is intimately fused with that of the subject"; he writes that "the [student] does not Teacher Training at separate or even distinguish the two" (p. 233). Students simultaneously study both

subject matter and teacher; the two become one in their minds. And if a teacher's Nearly 2,000 of 1 behavior and personality seem to spring more from the cabinet of horrors than from some individual unit: the hall of fame, Dewey argues that students' attitudes toward the subject matter will example, nearly two be influenced accordingly. He concludes that "Example is more potent than precept, people with power ~ and a teacher's best conscious efforts may be more than counteracted by the determine how many influence of personal traits that he is unaware of or that he regards as unimportant" education as a caree1 (p. 232). there are 5 or so prm Dewey does not limit the influence of the teacher's personality, attitude, and 5 of the 26 students < "style" to students' attitudes toward subject matter. He writes that teachers exert sound like many, but profound influence upon students' "morals and manners, upon character, upon year of teaching, be 1 habits of speech and social bearing" (p. 233). And with this Giovanni Gentile ( 1922) secondary students, 1 would concur, for he writes that teachers must be acutely aware of their moral are both future tead influence upon students. In his view, teachers. nothing [is] more harmful to the school than the conviction that the moral formation of man is not the entire purpose of education, but The Effects of the P; only a part of its content. It is indispensable, I maintain, that the educator have the reverent consciousness of the extremely delicate When we think o moral value of every single word which he addresses to his pupils deliberate, active ap and of the profoundly ethical essence of the instruction which he apprenticeship of imparts to them (pp. 162-163). apprenticeship-an a We hear very little today of the moral roots and ramifications of instruction, future teachers are perhaps because so many of us have come to believe that morality is intensely students. From the tir personal and almost exclusively individual, that intellectual pursuits can be teachers and to learn abstracted and removed from the moral morass, that instruction can be viewed to this teacher? What superficially, focusing on the style of what we call "delivery" while ignoring the moral does the teacher feel ' freight inherent in a particular style. We and our students are not often reflectively the prof. react when \1\i 4 • Grand Valley Review aware of the moral value of every teacher-student interaction, and that we should be "reverently conscious" of our moral responsibilities as teachers sounds almost ludicrously oxymoronic to ears accustomed to the cynical discourse of the modern 3t academy. nbol of the But perhaps reverent consciousness is in order today, and especially here at identify and Grand Valley. A high percentage of our students in the disciplines are future teachers act of some (more than one in ten), and there is mounting and convincing evidence that the t of view, a attitudes, techniques and strategies adopted by professors in the disciplines will be a playful but adopted by these future teachers when they enter their K-12 classrooms. How we ~cious. Alas, teach today-not just what we teach, but how we teach-and how we interact with tho sapped students on a daily basis will directly influence the education of thousands of ~t of horrors students in the public schools. In my view, we cannot escape our ethical responsibility to our own students and to their future students. hether precious or ubject matter. And THE APPRENTICESHIP OF OBSERVATION :her's personality is [student] does not Teacher Training at Grand Valley 3neously study both ;_ And if a teacher's Nearly 2,000 of Grand Valley's 13,000 students are prospective teachers. In of horrors than from some individual units, the percentage is astounding. In my own department, for e subject matter will example, nearly two thirds of the students are preparing to be teachers. Although potent than precept, people with power snickered at me when I asked them if there was a way to :ounteracted by the determine how many students in a given general education course are considering 1rds as unimportant" education as a career, my hunch is that, in every gen. ed. class of 30 or so students, there are 5 or so prospective teachers. In my own English 150 course this semester, nality, attitude, and 5 of the 26 students are seriously considering education as a career. That might not that teachers exert sound like many, but when you consider that each of those teachers will, in the first on character, upon year of teaching, be responsible for the education of 30 elementary children or 150 tanni Gentile ( 1922) secondary students, their presence is magnified. Sitting before us in our classrooms ware of their moral are both future teachers and, in a real sense, the future students of those future teachers. tion that the ucation, but The Effects of the Passive Apprenticeship 1in, that the 1ely delicate When we think of the apprenticeship of teachers, we generally think of the o his pupils deliberate, active apprenticeship usually called student teaching. But the active ·n which he apprenticeship of student teaching is always preceded by a passive apprenticeship-an apprenticeship in which we are the masters. Long before our tions of instruction, future teachers are admitted to the School of Education, they enter school as norality is intensely students. From the time they first set foot in a classroom, they begin to study their I pursuits can be teachers and to learn what it is to teach. Each teacher is dissected. What's important ion can be viewed to this teacher? What are the rules here? How can we get back at this teacher? How ~ ignoring the moral does the teacher feel about us? How does this prof. try to get us to learn? How does 1ot often reflectively the prof. react when we don't?

Grand Valley Review • 5 Lortie (1975) has called this long experience as students of teachers the personality and styl• "apprenticeship of observation." Of course, because students sail only before the Education's job to te mast, they can never really know what the job of teaching entails until they must our approaches to s1 stand abaft as student-teachers. And it is in the formative days of student-teaching our chosen teaching when the apprenticeship of observation most influences future teachers. and students and te Many researchers (e.g., Grossman, 1990; Ritchie & Wilson, 1993) have educator," a prepare demonstrated that when student-teachers don't know what to do, when they upon us to be good c approach an impasse in their teaching, they revert to how they themselves were taught during their passive apprenticeship of observation. It is important for us to remember that our students' last experience before teaching is with us; we are the last role-models they will observe during their passive apprenticeship. Student But how do we c teachers tend to carry with them into their K-12 classrooms the attitudes, teachers? Dewey (' approaches, and strategies they have most recently observed, even when those teaching (and living). approaches and strategies are totally inappropriate to their present K-12 situation. I essential to being a1 am thinking just now of the student in a recent study (White, 1994) who, in teaching a students, our attitude poem by Mark Van Doren to a group of 7th-graders, began his lesson by asking the 7th-graders to compare the poetic styles of Ginsberg and Frost. Attitudes Toward S1 Mismatches such as this are common, because in college, students have developed a set of assumptions about teaching and a set of assumptions about In order to model subject matter that have evolved concomitantly but independently (Smith, 1993). about our relationshi This has led some to call for an emphasis upon "pedagogical content knowledge," the subject matter. \.1\J the knowledge not just of content and not just of pedagogy, but of how to teach material, being just a particular content (Shulman, 1986; Grossman, 1990). This emphasis upon opinions, and previoL pedagogical content knowledge in teacher training springs from Dewey's (1904) focus on developing notion that prospective teachers must learn subject matter with a view toward analysis of contem~ teaching that subject matter to others. conclusion: k-12 te As professors in the disciplines, it is important for us to know and remember that conversation; studen a few courses in pedagogy housed in a teacher education program cannot equip floor the vast majori future teachers with pedagogical content knowledge, and cannot overcome the whatever the teache influence of years of observational apprenticeship. Ritchie & Wilson (1993) conclude, says. In many case~ for example, that the apprenticeship of observation in the disciplines students being intelle plays a much more significant role in determining our preservice their classroom resp teachers' understandings of writing, reading, and language learning; follow assigned proce their understandings of themselves as teachers; and their visions of Future teachers < education. This apprenticeship extends from pre-school to young demonstrate that the' adulthood and is ... pervasive and powerful, involving almost every very, very seriously. class these students have taken and almost every teacher with work as teachers, a whom they have interacted. Their experience of a few [methods experience of laborin! courses] does not shape their understandings. Instead, it is their a student's knocking experience as students in this other accidental apprenticeship ... students at this unive that determines who these students believe themselves to be and our disciplines and as what they do as teachers" (p. 68). to share in our subjec In short, we cannot afford to say, "I concentrate on my subject matter. My manner of presentation is practically irrelevant because that is an issue of preference,

6 • Grand Valley Review nts of teachers the personality and style-content is the substance of my course. It's the School of sail only before the Education's job to teach them how to teach." Not true. Future teachers are studying 1tails until they must our approaches to subject matter, our instructional goals (even when they are tacit), ;; of student-teaching our chosen teaching strategies and techniques, our attitudes toward subject matter lachers. and students and teaching and learning. In this sense, each of us is a "teacher Nilson, 1993) have educator," a preparer of future teachers. We are role models, and it is incumbent to do, when they upon us to be good ones. ey themselves were ; important for us to HOW TO BE A GOOD ROLE MODEL ; with us; we are the 1renticeship. Student But how do we do that? What does it take to be a good role model for future ::>oms the attitudes, teachers? Dewey ( 1944) writes of four attitudes of mind essential to excellent d, even when those teaching (and living). I'd like to steal some of his ideas and describe three attitudes sent K-12 situation. I essential to being an excellent role model for future teachers: our attitude toward 4) who, in teaching a students, our attitude toward subject matter, and our attitude toward learning. lesson by asking the Attitudes Toward Students: Fostering Democracy. lege, students have f assumptions about In order to model appropriate attitudes toward students, we must think not only lently (Smith, 1993). about our relationship to the subject matter, but about our students' relationship to content knowledge," the subject matter. We must value what the students bring to our classrooms and our but of how to teach material, being just as concerned about what they bring (in terms of life experience, 1is emphasis upon opinions, and previous learning) as we are about what they take away; and we must ·om Dewey's (1904) focus on developing their thinking along with ours. I say this because virtually every with a view toward analysis of contemporary education in the United States comes to the same conclusion: k-12 teachers fail to draw their students into the educational v and remember that conversation; students' lives and experiences are largely ignored; teachers hold the ·ogram cannot equip floor the vast majority of the time; students are expected merely to take note of 3nnot overcome the whatever the teacher thinks, whatever the teacher knows, whatever the teacher son (1993) conclude, says. In many cases, teachers can carry on the business of the day without any ines students being intellectually present and engaged, and students can fulfill most of Jr preservice their classroom responsibilities by being physically present and by appearing to 3ge learning; follow assigned procedures. eir visions of Future teachers are in dire need of examples, role models who consistently JOI to young demonstrate that they take their students, their students' ideas, their students' lives almost every very, very seriously. Indeed, they need to know that students are essential to our teacher with work as teachers, and not individual units of necessary evil. We've all had the 3W [methods experience of laboring diligently in our offices on our "work" and being interrupted by 1d, it is their a student's knocking on the door, interrupting our "work." I would argue that the nticeship ... students at this university are our work, and that we are obligated as professors in lS to be and our disciplines and as teacher educators to invite our students to share in our inquiry, to share in our subject matter, to share in our teaching. ~t matter. My manner 1ssue of preference,

Grand Valley Review • 7 Attitudes Toward Subject Matter: Fostering Whole-heartedness. teach at some time. I me< of the apprenticeship o Dewey (1944) describes whole-heartedness as "completeness of interest" and direction of a teacher witt "unity of purpose"; he writes that whole-heartedness is nurtured by "absorption, Since last May, I've engrossment, full concern with the subject matter for its own sake" (p. 176). This especially able and excef whole-heartedness, this genuine passion for subject matter is certainly crucial to new has in some ways r· effective teaching. Calkins ( 1986) argues that the best teachers teach with genuine of the lessons I've learn1 passion (p. 102}, and Dewey, Bruner, and Gentile agree that our students will tend to Spanish, I found myself a appropriate our passion (or our lack of it) toward subject matter. First, I was amazed tc 1 would suggest that perhaps we need to take a hard look at ourselves and our me. I want to know that v. attitude toward our subject matter. How did we come to this subject matter anyway? to study languages, and • What is it about our discipline that attracted us in the first place? Are we just teaching valuable, but now I am f a subject, going through the motions, or are we teaching what we love about the journey brings tremendOl subject? Are we looking for ways in which we can bring into our classrooms the the "train station words" results of our ongoing research, the findings of our more passionate inquiries? student: "How am I gain~ Students love to hear about their professors' creative and disciplined scholarship-­ I am also rediscover perhaps because it is the only time they see the sparkle of passion in their eyes. learning, of valuing and e It seems to me that we can be excused for failing in some of our attempts at at my mistakes, and he c teaching; we sometimes try a new approach, a new text, a new assignment, a new my teacher that my Arg test-and it doesn't work. That is part of teaching. Such "mistakes" can be corrected, weeks because of a sew• and students (as well as teachers) can learn from them when they are discussed "make water," my teache openly. But the damage done by a lack of genuine passion is perhaps irreparabl~. wrong verb, but why I ha• Many of our elementary schools and high schools are icily passionless. Students 1n to my rather egregious e those schools often hear the words, "Look, I know you don't like this stuff. I don't like and tener. He knows th; it any more than you do. But we've got to get through this because there's a test. ..." grace"; and although to t At the university, where we so highly value teaching and the life of the mind, we must errors with me, helping be especially diligent to maintain and to cultivate passion, our own and that of our source of my misunders· students, toward our subject matter. As our future teachers then appropriate our clarity of understanding. passion, they will never be satisfied with passionless presentations in their own Related to the import• classrooms. being a novice in the pn me that some things w Attitudes Toward Learning: Fostering Empathy. Experts forget how diffic1 seems self-evident. As It should go without saying that as professors and teachers we are to be learners people? Why can't they ourselves. Ordinarily, however, when this argument is advanced it is connected to like, "Why does he expla the notion of the teacher/scholar, the researcher who because of her zeal for I'm still wrestling with the teaching and her passion for her subject matter continues to discover, integrate, and it licked, I discover anot~ apply the fruits of research. But I would like to leave you with another view, a had identified simply do r practical suggestion as to how we might both demonstrate a healthy attitude toward communicating, not to IE learning and also foster empathy between teachers and students (m our classroom "Your hearers will under~ as well as in the future classrooms of our students). Become a student. Learn My colleagues and I i something new. I don't mean something within the realm of your area of expert!se feeling like novices of la1 or your research specialty. I don't even mean "broadening" yourself by becom1ng to force ourselves to be more expert, through intensive personal study, in an academic area you're likely to software that had previo1 8 • Grand Valley Review 1ess. teach at some time. I mean, learn something new. From a teacher. Reenter the world of the apprenticeship of observation yourself, and study something under the ess of interest" and direction of a teacher with an eye both to learning and to teaching. Jred by "absorption, Since last May, I've been studying Spanish for several hours a week with an sake" (p. 176). This especially able and exceptionally patient tutor. This experience of learning something ; certainly crucial to new has in some ways revitalized my own teaching. I'd like to share with you some 5 teach with genuine of the lessons I've learned during this ongoing apprenticeship: as I began to study · students will tend to Spanish, I found myself acting and reacting as a student. First, I was amazed to discover how important the practicality of my lessons is to 3t ourselves and our me. I want to know that what I am doing will "help me" somehow. I have always loved >ject matter anyway? to study languages, and at a deep level I believe that studying Spanish is intrinsically Are we just teaching valuable, but now I am planning a trip to Argentina to visit friends. This impending 1t we love about the journey brings tremendous motivation: I doubt that I would have so seriously studied our classrooms the the "train station words" for their intrinsic value alone. I heard myself thinking like a lassionate inquiries? student: "How am I going to use this?" ~iplined scholarship-­ I am also rediscovering the importance of making mistakes in the process of on in their eyes. learning, of valuing and exploring mistakes. My teacher does not express frustration e of our attempts at at my mistakes, and he doesn't laugh at them (at least, until I leave). But when I told "' assignment, a new my teacher that my Argentine friends had been without running water for several as" can be corrected, weeks because of a sewer problem and I wanted to ask them if they were yet able to 1 they are discussed "make water," my teacher smiled and helped me to see not just that I had chosen the perhaps irreparable. wrong verb, but why I had made the error in the first place. Because of his response sionless. Students in to my rather egregious error, I really learned the difference between hacer, haber, ! this stuff. I don't like and tener. He knows that, as a teacher, "To laugh were want of goodness and of se there's a test. ..." grace"; and although to be grave sometimes exceeds all power of face, he mines my of the mind, we must errors with me, helping me to see the logic behind them, helping me to see the own and that of our source of my misunderstanding, and he points me from my mistake toward greater then appropriate our clarity of understanding. 1tations in their own Related to the importance of making mistakes is feeling once again the weight of being a novice in the presence of an expert. My Spanish experience has reminded me that some things which seem easy to the expert are terribly hard to learn. Experts forget how difficult it can be to learn what, after years of concentrated study, seems self-evident. As teachers, we ask ourselves, "What's wrong with these we are to be learners people? Why can't they understand this simple distinction?" But students say things :ed it is connected to like, "Why does he explain it the same way twice when we didn't get it the first time?" 3use of her zeal for I'm still wrestling with the distinction between por and para. Just when I think I've got scover, integrate, and it licked, I discover another nuance, another situation in which the clear distinctions I with another view, a had identified simply do not apply. My teacher encourages me to keep trying, to keep ealthy attitude toward communicating, not to let my systematic confusion prevent me from experimenting. nts (in our classroom "Your hearers will understand you and will correct you; little by little, you'll get it." ne a student. Learn My colleagues and I in English have had some fresh experience with this and are rour area of expertise feeling like novices of late because of our new computer labs. Many of us have had ~ourself by becoming to force ourselves to become acquainted for the first time either with hardware or c area you're likely to software that had previously been unfamiliar. Some of our colleagues have taught us

Grand Valley Review • 9 much about the machines and the programs and about how to use them effectively in English 150. But it has not been easy for all of us to learn. As I eavesdrop on my colleagues' teaching and carefully watch my own teaching in the computer labs, I am Bruner, J. (1977). The amazed at how patient we are with students who do not immediately grasp the Press. intricacies of computerized word processing. We offer help, we sympathize, we Calkins, L.M. (1986). T/ arrange for technical assistance-because we ourselves have been forced to Dewey, J. (1944/1969) remember what it is to be a novice in a classroom situation. Learning: Readings Positive reinforcement is important to the novice. I've worked hard at learning Press, 174-179. Spanish, and though I know I make mistakes, I want my work to be rewarded. There Dewey, J. ( 1904/1964) are days when I live to hear my teacher say, "Muy bien, Brian!" This has helped me Archambault (Ed.) to remember to say "well done" when a student takes a risk in class or on a paper, University of Chicag when a student fights through confusion and grasps a concept in a novel way, when Dewey, J. (1933/1964] a student does better than she thought she could. Archambault (Ed.) I could say more about my lessons from Spanish. I simply want to encourage you University of Chicag to become a student again, to see the other side of the desk again, to feel the Gentile, G.(1922/1969) uncertainties familiar to even our brightest and most diligent students. Having been and Learning: Reac reminded of these things, we will be even more effective role models for our future Illinois Press, 158-11 teachers. Grossman, P. (1990). Education. New Yor CONCLUSION Lortie, D. (1975). Sc Chicago Press. I believe that we have a responsibility to acknowledge and accept our position as Ritchie, J.S. & Wilsc role models for future teachers; to model appropriate attitudes towards students, Supporting Criticall subject matter, and work; to recognize that our preservice teachers' future students Shulman, L. (1986). " are present with us in our teaching and planning. We cannot afford to concentrate Educational Resear. only on our subject matter: future teachers are carefully observing and often Smith, M.W. (1993, Jul~ unconsciously appropriating pedagogical approaches, our manner, our attitudes, White, B. (1994, April} even our morals (our sense of what is right and wrong in the classroom, what is Paper presented at appropriate and inappropriate behavior and speech). Many of them will carry much of Association, New 0 us into their K-12 classrooms. Of course, future teachers must learn to sift and winnow both our subject matter and our styles. They must become more conscious of the sources of their pedagogical, curricular, and even their personal predilections. But I would also argue that, as the masters in their passive apprenticeship, and as the masters of their culminating experience in the passive apprenticeship, we must model attitudes, styles, choices, responses, and approaches that are worthy, that will enhance their teaching in the public schools. If Charles Barkley were here, he would no doubt want to punch me in the nose. Perhaps you'd like to try. If you do, throw your punch well; future teachers are watching.

10 • Grand Valley Review to use them effectively Works Cited As I eavesdrop on my :he computer labs, I am Bruner, J. (1977). The Process of Education. Cambridge, MA: Harvard University immediately grasp the Press. p, we sympathize, we Calkins, L.M. (1986). The Art of Teaching Writing. Portsmouth, NH: Heinemann. have been forced to Dewey, J. (1944/1969). Attitudes of Mind. In D.V. Vandenberg(Ed). Teaching and Learning: Readings in the Philosophy of Education. Chicago: University of Illinois •orked hard at learning Press, 174-179. to be rewarded. There Dewey, J. (1904/1964). "The Relation of Theory to Practice in Education". In R.D. n!" This has helped me Archambault (Ed.) John Dewey on education: Selected Writings. Chicago: in class or on a paper, University of Chicago Press, 313-338. >tin a novel way, when Dewey, J. (1933/1964). "School Conditions and the Training of Thought." In R.D. Archambault (Ed.) John Dewey on Education: Selected Writings. Chicago: want to encourage you University of Chicago Press, 229-241. lesk again, to feel the Gentile, G.(1922/1969). "Learning as Becoming." In D.V.Vandenberg (Ed.) Teaching students. Having been and Learning: Readings in the Philosophy of Education. Chicago: University of :! models for our future Illinois Press, 158-166. Grossman, P. (1990). The Making of a Teacher: Teacher Knowledge and Teacher Education. New York: Teachers College Press. Lortie, D. (1975). Schoolteacher: A Sociological Study. Chicago: University of Chicago Press. accept our position as Ritchie, J.S. & Wilson, D.E. (1993). "Dual Apprenticeships: Subverting and des towards students, Supporting Critical Teaching." English Education, 25 (2), 67-83. achers' future students Shulman, L. (1986). 'Those Who Understand: Knowledge Growth in Teaching." 1t afford to concentrate Educational Researcher, 15 (2), 4-14. observing and often Smith, M.W. (1993, July). Personal Communication. manner, our attitudes, White, B. (1994, April). "A Pre-Methods Diagnostic in the Teaching of Literature." he classroom, what is Paper presented at the annual convention of the American Educational Research them will carry much of Association, New Orleans.

>oth our subject matter the sources of their But I would also argue s the masters of their must model attitudes, that will enhance their punch me in the nose. II; future teachers are

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