Abstract
Professor Smith introduces many clarity-promoting behaviors in his classroom teaching. He always presents examples, either before or after explaining a new concept; encourages students to ask questions and willingly answers these questions; summarizes the material; repeats important or difficult points; and emphasizes main concepts and topics. He presents the material step-by-step in a logical progression and adjusts the pace to the students’ assimilation rate. Every so often, he asks questions to gauge student understanding, and he pauses for the students to digest difficult points. He uses analogies and metaphors, explains things simply, and gives many examples and illustrations. Does using all these clarity- promoting behaviors necessarily make Professor Smith’s a clear teacher?
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© 2000 Springer Science+Business Media Dordrecht
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Hativa, N. (2000). Avoiding “Noise” in Teaching. In: Teaching for Effective Learning in Higher Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0902-7_12
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DOI: https://doi.org/10.1007/978-94-010-0902-7_12
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-6843-4
Online ISBN: 978-94-010-0902-7
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