Features new to the fifth edition include: *Three new chapters: - The Changing World of Teaching - Accommodating Diversity - Small-Group and Cooperative Learning *More from the Web boxes in every chapter direct readers to websites that expand upon chapter content. *For Your Portfolio sections help readers embed chapter content as part of a personal professional development plan. *Refelctions at the end of each chapter encourage further examination of critical issues. *Integrated Companion Website: www.prenhall.com/armstrong
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Good teaching helps your students deal with two competing needs. On the one hand, it gives them a sense of efficacy that allows them to respond to present realities. On the other hand, it gives them confidence as they adapt to a world where frequent change challenge's them to look beyond traditional ways of doing things. Your task is to help young people acquire knowledge in ways that will not commit them permanently to patterns that may not serve them well in future years.
History tells us that even bright people sometimes convince themselves that present assumptions are unerring and that those who would challenge them express views not meriting serious consideration. Look over some of these now-amusing predictions by people who were willing to go public with their own versions of unalloyed "truth."
These statements reflect the views of individuals who were imprisoned by learning rather than liberated by it. It was not the case that they failed to master what they were taught. Neither did their teachers fail to impart the best available wisdom. Instead, the culprit was a faulty assumption. These people mistakenly concluded that their teachers' interpretations appropriately explained reality for all time. They could not deal with a world in which confounding new information could successfully challenge tradition.
As you work with students, you need to encourage a perspective that inclines them to remain open to new ideas. If they leave your care convinced that education is a lifelong process of personal growth and development rather than something that is bounded by their experiences in the school, you will have done your job well. At the same time, you, too, need to guard against the luring appeals of the presently known and familiar. Times change. Patterns that make sense given your situation today may be ill-suited to meet demands you will confront later in your career. Build on your experiences, but don't be held hostage by your own educational history.
Students in both undergraduate and graduate courses have successfully used earlier editions of Teaching in the Secondary School. We have designed the book for introduction to secondary education classes, introduction to teaching classes, foundations of education classes, secondary curriculum classes, issues in education classes, and problems in education classes. In addition, much of the material will be useful to you as a reference once you begin your career as a secondary-school educator.
Part 1 is titled "The Setting Today." Chapter 1 illuminates many changes influencing secondary school teaching today. You will also have an opportunity to engage in a self-diagnostic activity related to some of your personal beliefs about teaching. Chapter 2 introduces material related to student diversity, development, and potential for alienation as well as content related to types of secondary schools and characteristics of those that are especially effective. Chapter 3 provides a sound overview of principles associated with reflective teaching. In Chapter 4 you will encounter material dealing with legal issues that concern both students and teachers.
Part 2, titled "Planning," features three chapters that include information you can use to plan instructional programs. Chapter 5 provides guidelines that are useful in selecting content. Chapter 6 includes a comprehensive discussion of practical approaches for matching instruction to special needs of students from varied cultural, linguistic, and ethnic backgrounds. Chapter 7 introduces practical approaches to planning both instructional units and lessons.
The title of Part 3 is "Instructing." Chapter 8 presents basic information relating to direct-instruction approaches. In Chapter 9 you will learn techniques for implementing various small-group and cooperative learning models. Chapter 10 features an emphasis on individualized instruction. Chapter 11 introduces ways to develop lessons that will promote students' higher-level thinking skills.
Part 4, "Assessing and Managing," includes two chapters. Chapter 12 introduces approaches to authentic instruction, as well as models for preparing a large number of formal and informal teacher-prepared assessment devices. Chapter 13 includes content that will help you discharge your important classroom management and discipline responsibilities.
Part 5, "Teachers' Performance and Growth," focuses on your career-long needs as an educator. Chapter 14, "Evaluating Teacher Performance," introduces specific approaches you can use to monitor your work in the classroom with a view to improving your instructional practices. Chapter 15 explains that your education as a teacher is a process that will continue throughout your years in the field. You will find material here that is useful for designing a long-term professional development plan.
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