A Good Teacher Looks for Problems!
Interviewer: Julie Roberge, member of the Pédagogie collégiale Editorial Committee and French teacher at the CÉGEP André-Laurendeau
We are all very busy and have a natural tendency to deal with what is most urgent first, often ignoring what is merely important. Educators who have no teaching problems—or who are oblivious to having any—will be inclined to spend their energy on the numerous other issues that demand their attention. They are encouraged in this by an erroneous but far too widely-held view that a lack of teaching problems necessarily implies that instruction is of high quality. Very often, this perception lays to rest any penchant for asking questions about our practices, hindering the self-examination of our methods and attitudes despite the fact that this type of reflection is vital if we wish to improve. In this interview, Élie Milgrom demonstrates that we can almost always do better, even if we don't think we have any problems!
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