Instructors Journal, Volume 9, Issues 3-4U.S. Air Force, Air Training Command., 1972 |
Other editions - View all
Common terms and phrases
ability accept achieve activities aerobics Aerospace Education Air Command Air Force instructors Air Training Command airmen attitude authority basic behavior cadet candidates career Chanute AFB civilian classroom communication consider curriculum delegate dents develop effective Eielson Eielson AFB evaluation experience feel goals gram group counseling handout important individual instruction interaction knowledge Lackland AFB leader learning lesson material ment method Metlaff Factor Military Airlift Command mission motivation MSGT NCO Academy needs objective performance personnel problem psychology of leadership questions Randolph AFB reading assignment relationship responsibility role Senior Master Sergeant Sheppard AFB skills SMSGT specialty speech stage fright Strategic Air Command structor subordinates supervisor Systems Staff Officer Tactical Air Command task teacher teaching technical training techniques tion U.S. Air Force understanding United States Air USAF Instructors Journal Utah words
Popular passages
Page 51 - For physical fitness is not only one of the most important keys to a healthy body; it is the basis of dynamic and creative intellectual activity. The relationship between the soundness of the body and the activities of the mind is subtle and complex. Much is not yet understood. But we do know what the Greeks knew: that intelligence and skill can only function at the peak of their capacity when the body is healthy and strong; that hardy spirits and tough minds usually inhabit sound bodies.
Page 8 - The discipline which makes the soldiers of a free country reliable in battle is not to be gained by harsh or tyrannical treatment. On the contrary, such treatment is far more likely to destroy than to make an army.
Page 10 - ... to inspire in the soldier no feeling but an intense desire to obey. "While the opposite manner and tone of voice cannot fail to excite strong resentment and a desire to disobey. "The one mode or the other of dealing with subordinates springs from a corresponding spirit in the breast of the commander. "He who feels the respect which is due to others cannot fail to inspire in them regard for himself. "While he who feels and hence manifests disrespect toward others, especially his inferiors, cannot...
Page 10 - It is possible to impart instruction and to give commands in such a manner and such a tone of voice as to inspire in the soldier no feeling but an intense desire to obey, while the opposite manner and tone of voice cannot fail to excite strong resentment and a desire to disobey. The one mode or the other of dealing with subordinates springs from a corresponding spirit in the breast of the commander. He who feels the respect which is due to others cannot fail to inspire in them regard for himself,...
Page 28 - This term, first coined by Kurt Goldstein, is being used in this paper in a much more specific and limited fashion. It refers to the desire for self-fulfillment; namely, to the tendency for him to become actualized in what he is potentially.
Page 28 - A musician must make music, an artist must paint, a poet must write, if he is to be ultimately happy. What a man can be, he must be.
Page 24 - ... starts with the premise that the school is an institution created to achieve some definite purpose. He agrees with the general progressive formula that education is life, but believes that formal education must confront the pupil with a certain body of experiences selected from what is called life. He is no less interested than the progressive in the principle that learning cannot be successful unless it is based on the capacities, interests and purpose of the learner, but he believes those interests...
Page 23 - An Experimental Investigation of Certain Commonly Suggested Teaching Methods for the Development of Confidence in Beginning Students of Public Speaking, Ph.D.
Page 33 - In what capacity does the teacher stand before the class?" is captured by the teacher as expert. This aspect of the teacher role conjures up the disparity between teacher and student with respect to the knowledge, experience, and wisdom they can apply to the subject matter of the course. The teacher is the expert, at least within a certain defined area of knowledge. His presumed expertise underlies both his right to be there and the students' interest in taking the course.
Page 33 - ... example, grades, credits, and requirements) that the teacher as expert may sometimes wonder whether knowledge or a smoothly functioning bureaucracy is more important to the college. The students may wonder, too. The pressures on the teacher to function as a formal authority arise from several sources. Viewed from the perspective of the larger social structure within which the college classroom is located, the teacher is an agent not only of instruction but also of control and evaluation. He is...