Max Van Manen on 'tact in teachng' - Entrance Slip

         Praise -- everyone likes a praise; it (generally) make us feel good about ourselves. However, do praises have negative connotations sometimes? Max V. Manen's quote of the potential detriments of appraisal resonated with me: "It is important that teachers understand [their] positive as well as negative consequences of praising students." Even though appraisals are beneficial for acknowledging one's accomplishments or effort, if used too loosely and unjustifiably, students affected may become too confident in their ability. For example, if a student was struggling in math class with a failing homework mark and the response is: "Good job; you'll be ready for the test!"
"Even with the best intentions things do not happen that way" Despite the extreme and over exaggerated example, it does make a clear point: when is it appropriate to praise students. When a student exceptionally excels or are hard working -- these are times of approval. However, I believe that moral support towards challenged individuals would be beneficial as well and boost their self esteem. Appraisals are societal confirmations in which one has succeeded and should be cherished and valued. If appraisals are ubiquitous, the value of individual appraisal are diminished. Finding a balance between moral support, appraisal, and comments allow for direct reflection towards students and teachers, as well as parents, indirectly.

           Educated replies on a timely manner are difficult: "Teachers does not have the time to distance [themselves] from the particular moment ... [to figure out what to]... say next." Questions are answers towards oneselve when teaching in the classroom and to reply in a timely manner can be difficult - whether it is uncertain knowledge, inappropriate comment, or controversial topic. Since educators are held at a higher social responsibility thaw normative civilians, teachers should take the time to critically evaluate the question, whether it is rational, moral, or emotional. I believe a usual tact to temporarily resolve this dilemma is to use waiting phrases: "I'll come back to you; I don't remember right now, but I'll have an answer the next day; mind asking me after class today?" These phrases will allow for time for your mind to process these question. Critically evaluated answers and questions will lead to lower chance of miscommunication and emotional controversies within the classroom environment between teacher and student. Conversely, parents may become involved if mindful tact's towards replies are not made.

            Max wrote that "[O]ur sense of pathic in our own or in other people's existence can be a topic for our reflection." This dense statement highlights the personal complexity of ourselves and others. With practical knowledge being pathic, actions and reflections are dependent on emotional learning of sense, presence and perspective. By dedicating time to convert subjective experiences to critical evaluation, one is capable of personally reflecting through communication with oneself or others to determine understanding. Personal reflections are absolutely crucial and necessary for personal growth, especially when professional lifestyle of teaching and self are so interwoven. Evaluations can lead to improvements and increase self awareness on subtleties which may have been ignored. This ultimately assists the educator the most. However, also beneficial towards the students and parents by allowing a top-down reflection approach; studential reflections may be integrated if desired. By integrating and transitioning reflections to the classroom regime, students may develop comfortability nd expression over time.