9780130496942

A true nuts-and-bolts general K-12 methods text, K-12 Classroom Teaching: A Primer for New Professionals is a core text for pre-service teachers who are taking introduction to teaching courses, field experience courses, or general methods courses. It is also a quick but thorough core text for alternative certification teachers. Its clear, reader-friendly language helps readers explore key aspects of classroom teaching including the context of teaching today, strategies for learning about students, planning and assessment, instruction and instructional strategies, classroom management, and professional growth. Features of the Text: bull; bull;Warm-Up Exercises help readers reflect on their existing knowledge base related to major points explored in each chapter. bull;Teaching Tips are boxed features that provide practical classroom applications. bull;Words from Teachers are actual teacher voices that offer advice and writing samples, including daily schedule structures and sample stances. bull;Web Site notations are integrated and provide connections to professional organizations and instructionally related resources and materials. bull;Opportunities to Practice conclude each chapter and extend readers' connections with the content and real-world teaching. In addition to the application exercises, readers will also discover this second edition to be replete with blank observation guides, lesson plan forms, assessment, and management plans. bull;Fast Facts provide statistical information from across the nation in a boxed feature found in several chapters.

CHAPTER ONE The Nature of Teaching

1

(16)

Teaching Looks Easy ... From the Outside

1

(2)

Every Teacher Is Part of a System

3

(4)

Teaching Is Directed Toward the Goal of Fostering Change

7

(1)

Teaching Is More Than Telling

7

(2)

There Is Agreement on What Teachers Need to Know and Be Able to Do

9

(2)

Teachers Can Be Effective and Yet Not Just Alike

11

(1)

Parting Words

11

(6)

CHAPTER TWO Developing a Personal Stance Toward Education

17

(14)

Considering the Questions of Education: Developing Your Own Stance

19

(2)

Conceptions of Education Found in Practice

21

(3)

Using Your Stance

24

(1)

Parting Words

24

(7)

CHAPTER THREE Starting With Students

31

(22)

Students as the Basis for Your Decisions

31

(3)

Who Are America's Students?

31

(2)

What Difference Does Diversity Make?

33

(1)

Learning About Students

34

(3)

Questioning Assumptions

34

(1)

Gathering Information

35

(2)

Mutual Accommodation

37

(1)

Providing Appropriate Instruction

38

(7)

Locating and Using Resources

45

(1)

Parting Words

45

(8)

CHAPTER FOUR Planning

53

(22)

Goals Drive Planning

53

(3)

Kinds of Goals

53

(2)

Goals versus Objectives

55

(1)

Determining Goals

56

(1)

Long-Range Planning

56

(6)

Yearlong Planning

57

(1)

Unit Planning

57

(4)

Weekly and Daily Schedules

61

(1)

Lesson Planning

62

(8)

Writing Objectives

63

(1)

Lesson Structure

64

(2)

Elements of a Lesson Plan

66

(1)

Planning Formats

67

(3)

Parting Words

70

(5)

CHAPTER FIVE Advice on Instruction: COME IN

75

(20)

Connect to the Life of the Learner

75

(4)

Connecting to Prior Knowledge and Experience

76

(1)

Connecting to the Real World and Its Important Ideas

77

(1)

Connecting to Action

77

(1)

Connecting Classroom Participants

78

(1)

Organize Your Instruction

79

(3)

Organizing Content

79

(1)

Organizing Times and Tasks

80

(2)

Model

82

(1)

Enrich

83

(1)

Interact

84

(5)

Consider Human Nature and Developmental Needs

89

(1)

Parting Words

90

(5)

CHAPTER SIX Instructional Strategies

95

(36)

Questions in the Classroom

95

(1)

Selecting Instructional Strategies

96

(2)

Deductive and Inductive Strategies

98

(1)

A Sampling of Instructional Strategies

98

(4)

Direct Instruction

98

(4)

Inductive Teaching

102

(16)

Inquiry Training

103

(1)

Concept Attainment

104

(2)

Learning Cycle

106

(3)

Concept Formation

109

(1)

Unguided Inquiry

110

(3)

Strengths and Criticisms of Inductive Strategies

113

(1)

Cooperative Learning

114

(4)

Parting Words

118

(13)

CHAPTER SEVEN Assessment

131

(26)

General Guidelines for Student Assessment

131

(14)

Assessment Needs to Be Tied to Your Stance on Education

132

(1)

Assessment Needs to Be Driven by Learning Goals

132

(5)

Assessment Needs to Be Systematic

137

(1)

Assessment Needs to Be Tied to Instruction

138

(2)

Assessment Needs to Be Inclusive of the Learner

140

(3)

Assessment Needs to Be Integrated Into a Manageable System

143

(2)

Assessment Strategies

145

(7)

Traditional Tests

145

(1)

Attitude Surveys

145

(2)

Products

147

(1)

Portfolios

148

(2)

Journals

150

(1)

Performance-Based Assessments

150

(1)

Teacher Observations

150

(1)

Interviews

150

(1)

Drawings and Diagrams

151

(1)

Parting Words

152

(5)

CHAPTER EIGHT Managing the Learning Environment

157

(26)

Creating Community: Managing Classroom Ambience

158

(2)

Managing the Physical Space

160

(5)

Managing Resources: Computers and the Stuff of Teaching

165

(1)

Managing Time

166

(8)

Noninstructional Routines

166

(4)

Instructional Management and Routines

170

(4)

Your Own Management Plan

174

(5)

Parting Words

179

(4)

CHAPTER NINE Encouraging Appropriate Behavior

183

(30)

Rules and Tools for Classroom Discipline

183

(23)

Treat All Learners With Dignity and Respect

184

(4)

Actively Prevent Misbehavior

188

(7)

View Discipline as an Opportunity to Help Students Develop Toward Independence

195

(5)

Address Discipline Issues in Multiple Ways and on Multiple Levels

200

(6)

Developing Your Own Discipline Program

206

(2)

Parting Words

208

(5)

CHAPTER TEN Growing in Your Profession

213

(16)

Engaging in the Professional Community

213

(6)

Professional Conversations About Teaching: Seeking and Taking Advice

214

(2)

Pursuing Formal Opportunities for Growth

216

(3)

Working With Families

219

(4)

Using Professional Ethics as Your Guide

223

(1)

Some Advice From the Heart

224

(5)

Glossary

229

(6)

Index

235

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By learning you will teach; by teaching you will learn. - Latin proverb K-12 Classroom Teaching: A Primer for New Professionals,Second Edition, is a core text for elementary and secondary preservice teachers who are taking introduction to teaching courses, field experience courses, or general methods courses. It is also a quick but thorough core text for inservice teachers who are gaining certification at the same time they are beginning to teach. Instructors of specialized methods courses or foundations of education courses will find this primer a useful supplemental text. K-12 Classroom Teachingpresents useful, practical points of view that can provide meaning and direction behind new teachers' actions related to a number of central educational issues. It uses clear, reader-friendly language to concisely explore key aspects of classroom teaching, including the context of teaching today; strategies for learning about students; educational stances; planning and assessment; instruction and instructional strategies; classroom management and discipline; and professional growth. Chapters include a balance of up-to-date discussions of educational issues, recent research findings, and practical advice. The selection and presentation of topics is guided by a conceptual approach that emphasizes the active nature of learning to teach. COCEPTUAL APPROACH K-12 Classroom Teaching: A Primer for New Professionalsis based upon the premise that teaching is goal-directed, interactional, and mindful of the local setting in its efforts to encourage learners' growth. Two core convictions are that classroom teaching is complex and that today's teachers face special difficulties given current demands- and events at home and abroad. It takes the conceptual approach that, in the face of these challenging conditions, teachers at their best are guided by: a clear sense of what they hope to accomplish an understanding of what research shows to be effective a set of professional knowledge and skills a sense of ethics concerning what is right a sense of responsibility to value and enhance the learning of every student Building these dispositions, commitments, and understandings is hard work, so this text approaches the process of learning to teach (and of learning in general) as an active, social one. Through its content and through its approach, the text encourages readers to reflect on past experience, to question assumptions, to consider multiple sources of information, and to commit to enacting well-defined notions of good practice that address learners' diverse needs and honor the dignity of the human experience. ORGANIZATION OF THE TEXT Chapters are arranged topically, and content of later chapters draws from the work the reader accomplishes in earlier chapters. In Chapter 1, the text begins with an exploration of the distinct character of classroom teaching. Chapter 1 explores this character through six propositions of teaching that lay a foundation for the entire text through their content and their implications for chapters' presentation of information. These propositions include: Teaching looks easy . . . from the outside. Every teacher is part of a system. Teaching is directed toward the goal of fostering change. Teaching is more than telling. There is agreement on what teachers need to know and be able to do. Teachers can be effective and yet not just alike. Chapter 2 stresses the importance of understanding the philosophical bases found in educational practice and of developing one's own stance toward education. Subsequent chapters ask readers to use their stance to guide their decisions related to the chapters' content. Chapter 3 explores the growing range of strengths and needs exhibited by students in American schools and urges new teachers t

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K-12 Classroom Teaching : A Primer for New Professionals

K-12 Classroom Teaching : A Primer for New Professionals

0130496944

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