K-12 Classroom Teaching : A Primer for New Professionals

by Guillaume, Andrea M.

• ISBN13: 9780130496942
• ISBN10: 0130496944
• Edition: 2nd
• Format: Paperback
• Copyright: 2004-01-01
• Publisher: Prentice Hall

Summary

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.

Table of Contents

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

Excerpts

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