Along the lines of our discussion, I've been considering teachers who've made a big that made a huge difference in the way I view pedagogy.
NOTE: I continue to interact with "huge difference" educators as a graduate student @ OISE/UT. In fact I've been extremely impressed with the "computer-mediated communication (CMC)" faculty I've encountered in the last two and a bit years. They've all been first-rate. Some a little more challenging than I may have been prepared for, but all most capable and engaging.
In terms of those before -- in the "formative years" if you will -- there are a few who bear mentioning for the positive impact they had on the way I look at the world :
- Wayne Haramis, Shirley Kucharuk and Susan Teske of Queen Elizabeth Public School
- Brian Yuke of Central Public School,
- Les Anderson, Dave Lesaux, Lew MacDonald, Chuck Miller, Brian Percival, Charles Robinson, Gary Scott, Barry Stevens of Renfrew Collegiate Institute
- Grieg Henderson of the University of Toronto
Indeed, the introspection required when considering of the hidden curriculum has made me realize that I owe those named above -- and many more -- a great deal in terms of what they taught me by example in their classes.
(There are also a number of individuals who provided "non-examples" who shall remain nameless to protect the guilty;-)
Although all the interaction I had with teachers over the years has been face-to-face, much of what I've learned F2F is directly applicable to the on-line interactions I have with colleagues in CMC environments. CMC can be a great leveler in the student-teacher dynamic, if the teacher will allow it. Relating to learners "at their level" is something that's applicable to all learning environments -- be they CMC, F2F, or "blend" or "hybrid" of both.
That's exactly why I enjoyed my interactions with those named above -- they made an effort to reach out to the learners they encountered in their classes. Each established an environment of mutual respect, which informed day-to-day interaction in the class. The positive impact this had on "classroom culture" was welcome, productive and every bit as possible in CMC environments. I know this to be the case by virtue of my CMC-based studies at OISE/UT.