This can help the professor more easily read the students’ facial expressions.
For instance, if a concept is unclear, facial expressions communicate just that.
The remedy: begin to include media, interviews, and contacts with educators living in other cultures.
The alternative is merely to add a layer of data (if you’re lucky) to already jammed systems with little ability to integrate for future applications, leaving students with short-term recall and little if no carryover to the work they will one day face when they need the material.
Student-centered classrooms look completely different and teachers become facilitators for the learning to take place.
Professors should stand behind the lectern mostly when they need the book or some other tool in order to instruct.
Otherwise, they should move about and around the room in order to establish eye contact and physical contact with the entire class.
the majority of us can ONLY be aware of cultural alternatives to learning and teaching — if we’ve lived or experienced them for a long period (i.e.
lived, learned, or taught in cultures that have distinct alternatives to the Western academy).
First, giving wrong information is worse than not teaching at all!
Secondly, if students notice that you are not really an expert on what you teach you probably have lost their trust and even made it harder for others to teach them.
A lectern can be an intimidating wall that separates the students from the professor.
When they feel intimidated, they mentally isolate themselves.
This also means admitting if there is no clear answer to a question and pointing out the limits to what we do/can know.