This is a great one and one that I think will be useful to you particularly concerning your goal.
These quotes in particular may be of interest to you if you are unsure or limited in time. If they sound interesting, read through the rest of the paper.
“We lecturers naturally worry about the content of our lectures rather than the emotions we express in giving them. As human beings, students respond immediately to the emotive charge, even if they do not understand the content. The lecturer may have tried to give a balanced account of the debate between X and Y, but his preference for Y shines through. When the students come to write the essay on the relative merits of X and Y, they know where to put their money. The lecturer might try to balance the lecture by suppressing his enthusiasm for Y, but this 'objective' presentation will make a mystery of the whole exercise. The students will wonder why they have to sit through all this stuff about X and Y when even the lecturer does not seem to care much for either of them. The better strategy is for the lecturer to plunge into the works of X, reconstruct X's mental world and re-enact X's thoughts until he shares some of X's intellectual passions. We can be sure that X had intellectual passions, else we would not now have the works of X.”
“Remember Dr. Richards on Tolstoy? If Tolstoy's view really is 'plainly untrue then there is no point mentioning it. If Tolstoy's view is worth mentioning, then it is worth inhabiting Tolstoy's position, reconstructing his thought and thus feeling the force of his motives. Nothing less will bring Tolstoy's thought to life, which you have to do if the students are to see any point in learning about it. Victory over a corpse is no less pyrrhic than victory over a straw man.”
These quotes in particular may be of interest to you if you are unsure or limited in time. If they sound interesting, read through the rest of the paper.
“We lecturers naturally worry about the content of our lectures rather than the emotions we express in giving them. As human beings, students respond immediately to the emotive charge, even if they do not understand the content. The lecturer may have tried to give a balanced account of the debate between X and Y, but his preference for Y shines through. When the students come to write the essay on the relative merits of X and Y, they know where to put their money. The lecturer might try to balance the lecture by suppressing his enthusiasm for Y, but this 'objective' presentation will make a mystery of the whole exercise. The students will wonder why they have to sit through all this stuff about X and Y when even the lecturer does not seem to care much for either of them. The better strategy is for the lecturer to plunge into the works of X, reconstruct X's mental world and re-enact X's thoughts until he shares some of X's intellectual passions. We can be sure that X had intellectual passions, else we would not now have the works of X.”
“Remember Dr. Richards on Tolstoy? If Tolstoy's view really is 'plainly untrue then there is no point mentioning it. If Tolstoy's view is worth mentioning, then it is worth inhabiting Tolstoy's position, reconstructing his thought and thus feeling the force of his motives. Nothing less will bring Tolstoy's thought to life, which you have to do if the students are to see any point in learning about it. Victory over a corpse is no less pyrrhic than victory over a straw man.”
https://uhra.herts.ac.uk/bitstream/handle/2299/5831/903260.p...