PREFACE
(Scroll Down -->)
The interactive processes described in this book have been learned by trial
and error, reading, attending courses, gaining feedback from students,
and discussions with other lecturers and facilitators. The motives for
writing the book included a desire to make learning more effective and
enjoyable by catering for the many different learning styles in each classroom.
It has been a delight to watch students in different cultures energised
by these methods. However, the intention has always been to create a ‘safe’
learning environment: one in which both students and lecturers can experiment
and learn. In my own teaching I never use a process without a purpose and
I always explain the purpose to students. In other words, I try to keep
the processes ‘transparent’. One of my main goals is to build and maintain
trust in the classroom.
I believe it is important that every person develops his/her own style/s
of teaching and facilitation. This book is not intended to present prescriptive
techniques. I hope it will be used to adapt and create individual approaches.
Some of the processes described will of course be more suitable for certain
subject areas than others, however, many of the processes are transferable
and/or adaptable to a variety of situations. The only limit is the reader’s
imagination and preparedness to experiment, take risks and evaluate initiatives.
Processes often have a longer usable life span than the content we
teach. The processes in this book help students ‘learn how to learn’ in
other words they are transferable to other learning situations and contribute
to ‘life long learning’.
Good luck. I encourage readers to contact me with any feedback or to
discuss any of the ideas in this book.
Christine Hogan, June 1999
groups@hogans.id.au
AU$37.95 (Incl. GST)
160pp 210mm x 297mm Papercover
ISBN 1-86491-005-4 Published: July 1999
Back to top