ABSTRACT
As we have seen, the variation in teaching practices within community colleges is enormous. Often, the differences seem highly individualistic: Good teachers often emerge after individuals begin questioning their methods and change their approaches through trial and error (as we saw in Chapter 1). Conversely, unskillful instructors are as likely to be in colleges with strong reputations as in weak colleges, and they can be found in all fields of study. The apparently random distribution of good and bad teaching seems to confirm the biases of those who think of teaching as an innate ability-“good teachers are born, not made.”
