Thinking about Teaching and Learning: Developing Habits of Learning with First-Year College and University Students. - Review - book review

Community College Review, Winter, 1999 by David L. Dollar

Thinking about Teaching and Learning: Developing Habits of Learning with First-Year College and University Students by Robert Leamnson. Stylus Publishing, Sterling, Virginia. 1999, 256 pages. $22.50 (Paper) ISBN 1-579-22013-4; $45.00 (Cloth) ISBN 1-579-22012-6.

This book is an impelling read for higher education teachers who want to refresh or re-examine classroom practices that address the problems they face teaching first-time college or university students. This book encourages instructors to reflect on what they teach, how they teach, and what effect their pedagogy has on their students. Robert Leamnson, a professor of biology who directs multidisciplinary studies at the University of Massachusetts, Dartmouth, presents connections between traditional learning processes and ways of teaching based on 40 years of teaching, wide reading, and much reflection.

Leamnson begins with reasons for thinking about teaching and ways of developing a sustaining but responsive teaching philosophy. He provides readers with his personal, informed, eclectic mix of elements that should go into a good teaching philosophy and encourages them to make amendments appropriate to their individual situations. Leamnson believes that a good teaching philosophy should include the following: developing a clear and explicit concept of learning; placing language at the heart of the matter; being aware of "preposterism" or confusing the familiar with the obvious; knowing the clientele; believing that what you do makes a difference; remembering that if it sounds too good to be true, it probably is; and helping implies loving.

The most provocative part of Leamnson's teaching philosophy is that he considers thinking and learning as biological processes. He defines learning as "stabilizing, through repeated use, certain appropriate and desirable synapses in the brain" (p. 5). This definition implies that learning is not easy and requires strenuous effort and momentary discomfort to build new brain connections and to work these new synapses until they stabilize.

Two important teacher attitudes emerge when students are perceived as having brains of enormous potential but limited synaptic structure with regard to a specific discipline: First, the student's neural networks need conditioning, not the teacher's; second, repetition is vital. The only hopeful position a college teacher can take is "to believe that axons continue to bud in the heads of their students, that new and potentially useful synapses are forming, and that these synapses will, if everyone does the right things, stabilize and strengthen, and learning will take place" (p. 21).

Leamnson believes the real evidence for student thought is spoken, signed, or written language. His pedagogical philosophy is based on the premise that the thinking habit is supported by and dependent upon considerable facility with language. Inspiring and instructing students to articulate thought will initiate positive feedback between thinking and language and send students off on their own spiral of lifelong learning.

Leamnson asserts that teachers should learn about college freshmen attributes, weaknesses, and habits of mind with respect to language, goals, responsibility, and schooling to better appreciate the challenges college presents these first-year students. Synapses of inappropriate mental habits can be hardwired and remark ably stable; therefore, it takes exceptional efforts from students and teachers to bypass these established circuits and make progress. The goal of transforming shallow and indifferent freshmen into interested and curious, young adults takes considerable thought and study.

The heart of the book provides readers with a sensible collection of insights and practices for teaching, learning, and language. Leamnson defines teaching as "any activity that has the conscious intention of, and potential for, facilitating learning in another" (p. 51). This uncommon, clinical definition expressly and intentionally separates teaching from learning to emphasize that different people carry out these activities. Teaching is something done by someone, not to someone. Exemplary teaching Has the intention of (and potential for) instructing a particular group of learners; it can be substantially improved through coaching, study, and practice.

Essential elements of successful pedagogy suggested by the author include spending frequent 10-minute periods in literate coached dialogue with three or four students; presenting technical terms after the relevant concept has been discussed; shifting brain work onto the student; influencing student motivation through an inspiring and persuasive teaching persona; and incorporating cooperative learning. Most of the practical suggestions provided involve or lead to students communicating with their teachers and one another by requiring them to verbalize their thoughts. It is obvious from Leamnson's writing that he has completed years of reading and research on teaching and learning. Although he references several authorities and their works throughout the book, research details are omitted that could give increased credibility to the author's teaching and learning philosophy.