Most days, union negotiations don't end with assault and battery charges. But I will not forget one that did: May 2, 2006. Instead of winding up the day as usual, writing follow-up notes for whenever we next sat down across the negotiations table from the hospital management and their hired guns, I was writing a statement for the police about being assaulted by an infamous professional union buster; his sidekick, a convicted international gunrunner; and seven private security guards. I had been corralled by these men toward an elevator in Desert Spring Hospital in Las Vegas. It wasn't until I entered it and they piled in behind me that I realized I needed to get out of the elevator as quickly as possible. But they wouldn't allow it. I was positioned at the corner in front of the elevator's controls because I had hit the ground-floor button even before they entered. Once I realized they were all getting into the elevator too, flight-or-fight panic gripped me, and as the doors began to shut, I reached my arm out to stop the doors from closing. But Brent Yessin, the chief union buster, smacked my arm down and turned to pin me against the wall. I was lifting weights in those days, so I was strong enough that he had to grab hard and yank to lower my arm, bruising me and stopping me from moving; that is technically what constitutes assault and battery in police report lingo. As I later testified in legal proceedings, the worst wasn't the hit to the arm. What left me shaking for months was an even more malicious, insidious act: pressing his body, with an erect penis, into my body and holding me there until the doors opened. That elevator ride under him may have been a minute. It felt like hours"--
This third edition of Teaching and the Case Method is a further response to increased national and international interest in teaching, teachers, and learning, as well as the pressing need to enhance instructional effectiveness in the widest possible variety of settings. Like its predecessors, this edition celebrates the joys of teaching and learning at their best and emphasizes the reciprocal exchange of wisdom that teachers and students can experience. It is based on the belief that teaching is not purely a matter of inborn talent. On the contrary, the knowledge, skills, and attitudes that make for excellence in teaching can be analyzed, abstracted, and learned. One key premise of Teaching and the Case Method is that all teaching and learning involve a core of universally applicable principles that can be discerned and absorbed through the study and discussion of cases.
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