Download Dr. Sirleaf Blacological Teaching Presentation

INTRODUCTION
1.
Passion: about a topic and equally passionate about
communicating that topic to others especially to students.
2.
Communication: conveying subject in such a way that it will be
understood and that it is thought provoking, which leads to
implementation into one’s basic life on the social construction of
reality.
3.
Fairness: understanding what students are going through as
individuals and as students.
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Students will be treated with an impartial attitude, but not an
uncaring attitude.
INTRODUCTION
4.
Learning: True learning involves active participatory thinking.
5.
Challenging:

Teachers should be challenged to try to deliver course
materials in different ways and from different sociological,
cultural, Ethnic, Religious, and Gender perspectives.

Students should be challenged by the teacher and the course
materials in the most and the best teaching and learning
environment.
INTRODUCTION
6.
7.
8.
Fun: not mean necessarily frivolous, but fun. It seems a tried and
true method of learning that is sometimes forgotten: the best
learning often occurs during 'play' or play-like situations.
Socializing one’s intelligence is a product of social construction of
reality.
Humor: Stand-up comedy is not necessary, but laughter goes a long
way in showing the students that the teacher/the professor is just a
person, like themselves.
Caring: In every community, a social prospect for learning is for
each of the recipient of the learning institution to view one another
as instrument of their collective survival.

The professor must care for the students and the students must
care for the professor.
INTRODUCTION
9.
Individuality: Teachers will recognize individuality in their
students. Every student has a life, a story, thoughts, and
feelings that they bring with them to the classroom and
the learning process. Those collective attributes in the
students will be recognized positively and receptively.
9.
Questioning:
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Students will be encouraged to question course material, to turn it
over in their minds and question its validity.

Students regard instructors and the material they present as the
final authority on any and all lecture material and information..
Science is all about questioning, and no progress was ever made
without it.

Natural questions are not stupid questions. Therefore, no question
is stupid.
INTRODUCTION
11. Flexibility: Instructor will adapt to the student interests and
concerns. Class discussions are sometimes difficult enough to
engender without squashing them because of adherence to a
schedule. I am subject to student-public scrutiny based on my
syllabus and my input and output.
12. Applied learning: Throughout much of my undergraduate and
graduate research and teaching career, the courses I learned the
most from and remember to this day were the courses that
enabled me to take concepts and apply them to something
concrete.

I have always attempted to utilize this in my own teaching,
arranging as many 'hands on' experiences for my students as
possible.
INTRODUCTION
13. Real world: Occasionally, students find it difficult to attach
concepts AS IT RELATES TO THEIR SOCIAL
CONSTRUCTION OF REALITY to their own lives in the
class room learning materials.

This is sociological perspective as a product of social
construction of reality.
14. I am urging all of us as professors, teachers, staffs, parents,
family, students, politicians, government officials, the clergy,
and our elders and mothers and fathers, to open our minds
and hearts so that we can know beyond the boundaries of
what is acceptable, so that we can think and rethink, so that
we can create new visions of our human and technological
relationships.
COURSE PHILOSOPHY
 No Cell phones, Eating, and other distractions in our
academic learning environment;
 No disrespects from professor, from students and to
students.
 All students have rights to articulate any subject related
academic concerns in and out off class without
interruptions; and
 Help me as your professor to help you by providing an
enabling and conducive atmosphere for comprehensive
Socio-cultural, Multi-cultural, and Cultural diversity
learning environment for an academic liberty.
Moving from the Subjunctive to the
Declarative
A. The Subjunctive is used to emphasize urgency or
importance. It is used after certain expressions (see
below).
Examples:

I suggest that he study. (Subject is some times a noun
or pronoun that does the action)

Is it essential that we be there?
Don recommended that you join the committee.
NOTICE: The Subjunctive is only noticeable in certain forms and tenses. In the
examples below, the Subjunctive is not noticeable in the-form of the verb,
but it is noticeable in the -form of the verb.
Moving from the Subjunctive to the Declarative:
Moving from the Subjunctive to the
Declarative
Examples:

You try to study often. YOU-FORM OF "TRY"

It is important that you try to study often.

SUBJUNCTIVE FORM OF "TRY" LOOKS THE SAME.

He tries to study often. HE-FORM OF "TRY"

It is important that he tries to study often. SUBJUNCTIVE
FORM OF "TRY" IS NOTICEABLE HERE.
Moving from the Subjunctive to the Declarative:
Moving from the Subjunctive to the
Declarative
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Verbs Followed by the Subjunctive
The Subjunctive is used after the following verbs:
To advise (that)
to ask (that)
to command (that)
to demand (that)
to desire (that)
to insist (that)
to propose (that)
to recommend (that)
to request (that)
to suggest (that)
to urge (that)
Moving from the Subjunctive to the
Declarative
Examples:
Dr. Sirleaf asked that Mark submit his research
paper before the end of the month.
Donna requested Frank come to the party.
Dr. Sirleaf insists that his students be on time.
He insists that no cell phones be used in class.
He insists that no smoking in class
He insists that no smoking in Public Buildings
Moving from the Subjunctive to the
Declarative
Expressions Followed by the Subjunctive
The Subjunctive is used after the following:
expressions:
 It is best (that)
 It is crucial (that)
 It is desirable (that)
 It is essential (that)
 It is imperative (that)
 It is important (that)
 It is recommended (that)
 It is urgent (that)
 It is vital (that)
Moving from the Subjunctive to the
Declarative
It is a good idea (that)
It is a bad idea (that)
Examples:
 It is crucial that you be there before Tom arrives.
 It is important she attend the meeting.
 It is recommended that he take a gallon of water with him if he
wants to hike to the bottom of the Grand Canyon.
Declarative: DECLARATIVE
SENTENSE
Definition:
 The declarative sentence or declaration is the most
important type. You can, and often will write entire essays
or reports using only declarative sentences, and you should
always use them far more often than the other four types of
sentences (declarative, interrogative, imperative, and
exclamatory).
 A declarative sentence simply states a fact or argument,
states an idea, without requiring either an answer or action
from the reader, it does not give a command or request, nor
does it ask a question
Declarative: DECLARATIVE
SENTENSE
Definition:
Formation:
subject + predicate
Declarative sentences consist of a subject and a predicate. The
subject may be a simple subject or a compound subject.
For example:
 His name is John.
In this sentence, the subject is "his name" and the predicate is "is
John".
Declarative: DECLARATIVE
SENTENSE
Examples:
Mario plays the piano.
I hope you can come tomorrow.
We've forgotten the sugar.
Ottawa is the capital of Canada.
A declarative sentence states an idea. It does not give a
command or request, nor does it ask a question. A declarative
sentence usually ends in a period, though it may end in an
exclamation point.
Thanks.