Northrop Frye's def of "teacher"

“The teacher, as has been recognized at least since Plato’s Meno, is not primarily someone who knows, instructing someone who does not know. He is rather someone who attempts to re-create the subject in the student’s mind, and his strategy in doing this is first of all to get the student to recognize what he already potentially knows…. That is why it is the teacher, rather than the student, who asks most of the questions.”

Northrop Frye (The Great Code)

 

 

“As workshop leader, I am not really teaching self-revision. Such workshops serve two purposes. First, participants become more self-confident when they discover that others too are having a particular sort of problem, or have not found any better solution to that problem. Sometimes the most important function of a workshop is therapeutic – to relieve participants of a certain burden of anxiety: ‘Am I the only one having this problem?’ Second, since a workshop requires participants to formulate procedures that may have become semi-automated, they may become aware that their revision or self-revision procedure is not as good as some other procedure.”

 

Brian Mossop (Editing and Revising for Translators)

 

One of the key assumptions of social constructivist pedagogy is that the most valuable activity in a classroom is one that provides opportunities for learners to work and interact together to become part of a community of scholars and practitioners (Jonassen, Davidson, Collins, Campbell & Haag 1995). Whether the students meet face-to-face or online, the assumption is that by making their covert ideas overt, students support each other in the construction of their understanding of the topic and concepts under discussion. (Source)

 

A few strategies for cooperative learning include

• Reciprocal Questioning: students work together to ask and answer questions
• Jigsaw Classroom: students become "experts" on one part of a group project and teach it to the others in their group
• Structured Controversies: Students work together to research a particular controversy (Woolfolk 2010)

(Source)