ABSTRACT
Teachers frequently bring to the classroom habits shaped by modeling and experience. We tend to teach as we were taught, to assume that all of the people we teach are like we were (or how we think we were) as students, to develop syllabi, objectives, and lesson plans from the perspective of “covering” material we have personally found interesting or important. Students, however, come to us with differing expectations and needs, differing orientations toward education, differing baseline skills on which to build, and differing ways of processing information. This chapter examines those differences.
