Training Hides Training

  In a poem, one line may hide another line, as at a crossing, one train may hide another train. That is, if you are waiting to cross the tracks, wait to do it for one moment at least after the first train is gone. And the same is true when you read.

Wait until you have read the next line—
Then it is safe to go on reading.
So always standing in front of something the other
As words stand in front of objects, feelings, and ideas.
One wish may hide another. And one person's reputation may hide. In love, one reproach may hide another,
One small complaint may hide a great one.
One idea may hide another. This is true in the laboratory as
One invention may hide another invention,
One evening may hide another, one shadow, a nest of shadows.
One waits at the train tracks until the trains pass,
These hidden doubles or, sometimes, likenesses. 
One teacher, one doctor, one ecstasy, one illness, one woman, one man
May hide another. Pause to let the first one pass.
You think, Now it is safe to cross
The reputation of another. One dog may conceal another

On a lawn, so if you escape the first one you're not necessarily safe.

     and you are hit by the next one. It can be important

To have waited at least a moment to see what was already there.

I wait at the train crossing this time, different than last time, but still the same, and

I see the train cars moving past, training me to see the tracks, the plans, the order, the people in the cars reading books, drinking, sleeping, talking to other people, or looking at me looking at them. 

Training is a good practice, and a word in the word to train me. I am being trained as I train.

There are several training cars in each train. Each car full of students. 

The Little Engine "that could" teacher is pulling the train over the tracks of good teaching.

And I see the cars, a blur of lines and color.

Which car is the most important? 

The engine is not pushing the cars; the teacher doesn't push the students.

They ride the tracks together, but one gives the other energy, kinetic and gravitational,

thermal and strain, light and sound, chemical and electric,

but perhaps none more prominent and important than interactional energy.

Car with car, engine with coal, students with students, 

pull with push, push with epiphany,
students with faculty, tracks with friction, as students with content. 

Faculty value interaction with their students--perhaps the most important principle of good practice. Faculty-student interaction is a primary attribute of good teaching practice and is instrumental in enabling other principles of good practice. Faculty-student interaction enables faculty to provide rich and rapid feedback to students. It is instrumental if instructors are to facilitate student-to-student interaction and student collaboration and thereby help students experience diverse points of view and develop and share a commitment to high expectations. Finally, quality faculty-student interaction precipitates students' increased time on challenging tasks. These attributes of good instructional practice generally predict a learning experience that elicits improved learning outcomes.