How To Hang A Scarf Valance With Loops

Pedagogical homage to a liberal philosopher, educator: Raffaello Franchini

In an old notebook I found, quite by accident, in a note written by me on 7 December 1988, the following suggestions Raffaello Franchini, and features excerpts from an article for the magazine "Policy", which he founded in 1983 and directed until his death on September 19, 1990.
The article, titled "Teaching at the University: Experiences of a non-educator," was published in issue 3, Year VI, autumn 1988, the journal "Policy".

I hope I have treasured in my role as a teacher, first in middle school or secondary and then in high school. I try to summarize them, in homage to his memory in the form of teaching handbook:

1. Whatever the level of education that a teacher is in charge, he must give his utmost, that never get down to the level of learners, which inevitably is lower, but help them to rise to a sphere high, then where the meeting was initially difficult, it will become easier and accomplished.
2. Teachers, if they really want renewal, in turn, must learn, that is constantly enriching its culture.
3. The boys do not like the confusion of roles and indeed want some authority to guide them and correct them. If the authority becomes authoritarianism is bad, but is no less evil opposite of anarchy.
4. We must take into account the delayed combustion of the lessons, so that between teacher and student will establish a contact and a form of extraordinary expansion, which extends in space and time.
5. Gradualism, patience, especially the effort to communicate with young people, to be clear, therefore, the continuity of the lessons and exams that control does not suffer from delays and excessive severity and even less ruinous to LAX.
6. Keep awake, without being distracted, the audience sometimes with pleasant hints parentheses or not without some irony and humor.
7. To stimulate in young people the critical thinking, the ability to distinguish, the reluctance to swallow dogma and accept the power and arrogance without even the hint of a moral revolt.
8. To interest students in class because a student is unlikely to be interested also undisciplined.
9. Maintaining discipline is an art more practical than theoretical, more innate learned from the experience, which is closely related to the readiness of reflection and perception, preparation, measure, eloquence, memory, and especially the ability to arouse interest the teacher.
10. A quality that the teacher should own - but very rare - the irony, but it must never degenerate into sarcasm.