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History professors approached history courses with

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History professors approached history courses with the intent in captivating the minds of young college students through the use of lectures and assigned readings for the main purpose to complement, emphasize, and challenge the information retained. This approach for teaching empowered the student in considering the impact of the material for interpreting American society for themselves. Bill Bigelow, a former high school history teacher illustrates the importance for choosing an effective path by stating, “A teacher has to choose: either I’m going to explore some aspects of history, explore some time periods, in real depth, and in a way that can excite students-or I’m going to make sure that my students get through that entire 1,000 page textbook.” (Bigelow 5) Bill Bigelow chose to explore exciting methods for motivating students in the process for retaining fact-rich history information. Teachers and professors influence the overall methods for implanting history into the minds of students, in which ultimately will change how instructor’s approach education over time. New and exciting procedures for teaching have and will continue to change with the introduction of technology, textbooks, and the compelling efforts of enthusiastic teachers. The teacher is more knowledgeable with every year they teach and the more comfortable in the classroom with well-developed lectures and class projects. Some professors have come to realize that students fail to read as much as they use to read before technology changes. Students are more interested in the entertainment of education, challenging older professors to entertain for the purposes of educating. The Web is used effectively by the student and over the years the student population is a more diverse, multicultural, and interested in globalization causing teaching to reflect that proportional perspective. Michele Forman explains how she has
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Lingenfelter understands the changes in a teachers career, “Today we know a great deal more about how children and young people develop and learn that we did even ten or fifteen years ago, and this informs our teaching. I believe we have more respect for the potential of our students; we understand that each student is a potentially powerful learner. Further, we know that each learner is unique, and learning is, therefore, idiosyncratic. We are better able to individualize learning.”
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History professors approached history courses with the...

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