End of Course Test: The Good Teacher

Scholé refers to leisure as the context for contemplation and learning.

Modern grading systems are the only classical way to assess student growth.

Teachers should be lifelong learners to model growth to their students.

Conversation and academic friendship play no role in assessment.

Narrative feedback can be more formative than numeric grades.

Which of the following is not an intellectual virtue?

What metaphor is used to describe virtue development in students?

What is one benefit of chanting or singing educational material?

What is the connection between assessment and friendship in classical education?

What is the primary goal of a good book, according to classical educators?

What is the primary goal of classical education?

In the triadic model of learning, the teacher and student both face:

How can teachers assess growth in virtue?

What does multum non multa emphasize?

What is poetic knowledge?

What does the Latin root of “assessment” mean?

What classical practice involves retelling a reading in one’s own words?

What does docendo discimus mean?

What tool is recommended to track virtue development?

What kind of classroom rhythm best reflects scholé?

What is the meaning of festina lente?

What is a good question to ask in student assessment?

According to Luke 6:40, when a student is fully trained, he will be:

What does scholé mean in classical education?

What is the main value of peer teaching?

In a 250-350 word essay, discuss one of the following prompts:

1. Classical education emphasizes the formation of virtue, the cultivation of wonder, and the nurturing of lifelong learning through friendship and contemplation. Drawing from at least three course principles (such as festina lente, docendo discimus, poetic knowledge, assessment, scholé, or good books), explain how these ideas collectively shape the goals and methods of classical teaching.

    

2. Dr. Perrin states, “The best teacher is a good book,” and much of the course builds toward a vision of education where teachers guide students into meaningful encounters with great texts. Using examples from the course and your own educational experience, explain how the teacher, student, and author can become companions in learning and how this model supports both intellectual and moral formation.