The art of teaching: An act of love

Abstract

In learning as in loving, without regenerative reciprocity we have only gestures-motions with no meaning.

Teacher’ use of humor, self‐disclosure, and narrative activity as a function of experience

“…Additionally, the experienced teachers used the behaviors to clarify course content. R ECENT perceptual communication research conducted in the classroom has suggested that teachers who personalize teaching (i.e., tell good jokes, self-disclose, tell good stories, use more energy) are perceived by their students to be effective in explaining course content (Andersen, Norton, & Nussbaum, 1981;Bryant, Comiskey, Crane, & Zillman, 1980;Bryant, Comiskey, & Zillman, 1979;Civikly, 1986;Jones, 1986;Holladay, 1984aHolladay, , 1984bNorton, 1977;1978;Norton & Holladay, 1983;Norton & Nussbaum, 1980;Nussbaum, 1981). Relying heavily on these findings, a research program was developed to provide normative data on teachers 9 actual use of humor, self-disclosure, and narrative activity Holladay, 1984aHolladay, , 1984bJavidi, 1987;Javidi, Downs, & Nussbaum, 1987;Nussbaum, Comadena, & Holladay, 1987;Nussbaem, Comadena, & Holladay, 1985;Nussbaum, 1983Nussbaum, , 1984Nussbaum, Javidi, & Holladay, 1986).…”