{"id":1974,"date":"2021-04-02T21:25:55","date_gmt":"2021-04-02T21:25:55","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-jefferson-practicalfoundations\/?post_type=chapter&#038;p=1974"},"modified":"2021-04-02T21:25:56","modified_gmt":"2021-04-02T21:25:56","slug":"marching-up-and-down-the-square","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-jefferson-practicalfoundations\/chapter\/marching-up-and-down-the-square\/","title":{"raw":"Marching Up and Down the Square","rendered":"Marching Up and Down the Square"},"content":{"raw":"https:\/\/www.youtube.com\/watch?v=imhrDrE4-mI&amp;list=PLhboEWcuNB1__DiH8Z5MLYigS-KVxWktS&amp;index=1\r\n<ul>\r\n \t<li>Obviously not a model for teacher-student interactions, this sketch does make for some cringe-worthy memories in most learners.\u00a0 Questions can be used as setup, as we know from Socrates.<\/li>\r\n \t<li>There's also that notion of how one comes across to students.\u00a0 Here, the obvious way in which the aggressive officer caves to the answers is sort of the point, but in many classrooms, that register of interaction can be off.\u00a0 Who responds to what differs--even from period to period in a day, so that a lesson which works well with some learners fails with others.\u00a0 Or a given student could be having a bad-enough day that an interaction is\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 perceived as aggressive.<\/li>\r\n \t<li>At the college level, this dynamic can be complicated by traditional and nontraditional students, whose communication and activity level preferences may differ markedly.<\/li>\r\n<\/ul>","rendered":"<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"British Army, Monty Python marching up and down the square, hilarious.\" width=\"500\" height=\"375\" src=\"https:\/\/www.youtube.com\/embed\/imhrDrE4-mI?list=PLhboEWcuNB1__DiH8Z5MLYigS-KVxWktS\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<ul>\n<li>Obviously not a model for teacher-student interactions, this sketch does make for some cringe-worthy memories in most learners.\u00a0 Questions can be used as setup, as we know from Socrates.<\/li>\n<li>There&#8217;s also that notion of how one comes across to students.\u00a0 Here, the obvious way in which the aggressive officer caves to the answers is sort of the point, but in many classrooms, that register of interaction can be off.\u00a0 Who responds to what differs&#8211;even from period to period in a day, so that a lesson which works well with some learners fails with others.\u00a0 Or a given student could be having a bad-enough day that an interaction is\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 perceived as aggressive.<\/li>\n<li>At the college level, this dynamic can be complicated by traditional and nontraditional students, whose communication and activity level preferences may differ markedly.<\/li>\n<\/ul>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-1974\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Marching Up and Down the Square. <strong>Authored by<\/strong>: Monty Python&#039;s Flying Circus. <strong>Provided by<\/strong>: BBC. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?v=imhrDrE4-mI&#038;list=PLhboEWcuNB1__DiH8Z5MLYigS-KVxWktS&#038;index=1\">https:\/\/www.youtube.com\/watch?v=imhrDrE4-mI&#038;list=PLhboEWcuNB1__DiH8Z5MLYigS-KVxWktS&#038;index=1<\/a>. <strong>Project<\/strong>: Practical Foundations and Principles for Teaching. <strong>License<\/strong>: <em>All Rights Reserved<\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t 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