K-12 Classroom Teaching: A Primer for New Professionals (3rd Edition)

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9780131580244: K-12 Classroom Teaching: A Primer for New Professionals (3rd Edition)

K-12 Classroom Teaching: A Primer for New Professionals is a teaching guide written in clear, reader-friendly language.  In the Primer, 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, finding a personal educational stance and growing professionally.  Each chapter is designed to cover the material thoroughly and concisely so that readers can make the best use of their time. This book encourages readers to reflect on their past experiences, to question their assumptions, to consider multiple sources of information, and to commit to enacting well-defined notions of good practice that address learners' diverse needs while honoring the dignity of the human experience.   This brief, inexpensive volume is the answer for those who need a quick introduction to teaching in order to prepare for certification or alternative certification.

 

 

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From the Back Cover:

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:
  • Warm-Up Exercises help readers reflect on their existing knowledge base related to major points explored in each chapter.
  • Teaching Tips are boxed features that provide practical classroom applications.
  • Words from Teachers are actual teacher voices that offer advice and writing samples, including daily schedule structures and sample stances.
  • Web Site notations are integrated and provide connections to professional organizations and instructionally related resources and materials.
  • 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.
  • Fast Facts provide statistical information from across the nation in a boxed feature found in several chapters.

Excerpt. © Reprinted by permission. All rights reserved.:

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 Teaching presents 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 Professionals is 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:

  1. Teaching looks easy . . . from the outside.
  2. Every teacher is part of a system.
  3. Teaching is directed toward the goal of fostering change.
  4. Teaching is more than telling.
  5. There is agreement on what teachers need to know and be able to do.
  6. 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 to use knowledge of specific students as a starting point for their instructional decisions. Chapter 4 addresses instructional planning both in the long range and in the short term. It presents a variety of unit planning approaches and objectives-based lesson planning. Chapter 5 presents six pieces of general advice for instruction using the mnemonic device COME-IN: Connect, Organize, Model, Enrich, Interact, and consider Nature and Needs. Chapter 6 shares instructional strategies and discusses the strengths and potential drawbacks of models such as direct instruction and inquiry. Chapter 7 explores principles of assessment and offers a variety of assessment strategies in keeping with those principles. Special attention is given to current concerns about school accountability and its focus on student achievement as measured through standardized tests. Chapter 8 addresses classroom management, and Chapter 9 focuses on encouraging appropriate student behavior in ways that respect students, prevent misbehavior, and encourage self-control. The final chapter, Chapter 10, addresses issues of professional involvement and growth for new teachers.

FEATURES OF THE TEXT

Readers and reviewers of the first edition of K-12 Classroom Teaching commented positively on a variety of the text's characteristics, and those have been retained in the second edition. They include the text's condensed format, its readable style, its useful ideas, and its personal approach.

In keeping with the text's active approach to learning, a number of special features can also be found throughout the text.

  • Warm-Up Exercises: Because past experience influences present learning, chapters begin with warm-up activities that help readers access their thinking related to major points about to be explored.
  • Presentation of Information: Key concepts are presented in clear language. Tables are often used to present information in a succinct format.
  • Teaching Tips: Practical classroom suggestions are given in boxes throughout the chapters.
  • Words From Teachers: The voices of previous readers, now teachers, offer advice and writing samples that are presented in many chapters. Examples include a metaphor for teaching, sample stances, daily schedule structures, and poems.
  • Quotations: Words to inspire thought and appreciation are offered throughout.
  • Parting Words: Rather than concluding with a traditional summary, chapters conclude with some final words of advice related to the issues at hand.
  • Links to Research, Theory and Practice: The links found at the close of each chapter give not only reference citations for the chapter, but citations for classic works and for other current research and practical references.
  • Web Sites: Internet Web sites related to the chapter's content are provided. Web sites provide connections to professional organizations and instructionally related resources and materials.
  • Opportunities to Practice: Application exercises conclude each chapter. They are meant to extend readers' connections with the content in a variety of ways that directly relate to world of the classroom.
  • Blank Forms: Opportunities to practice, along with many figures throughout the text, provide for structured practice and application of the chapters' key ideas. Examples include blank observation guides, lesson plan forms, and assessment and management plans. Readers and reviewers suggested some special features that have been incorporated into the second edition. These include:
  • Photographs and Illustrations: Visual displays enhance the presentation of the chapters' ideas.
  • Glossary: Boldface terms presented in each chapter are defined in a glossary at the end of the text.
  • Fast Facts: Statistical information from across the nation is presented in Fast Fact boxes in many chapters.

NEW TO THIS EDITION

The second edition of K-12 Classroom Teaching: A Primer for New Professionals responds to the dynamic conditions teachers today face. It also responds to the suggestions of previous readers and reviewers. In addition to the new features already discussed in the second edition, a number of content shifts are also evident.

  • Content has been updated to reflect current trends and research. Examples of current topics include:
    • Differentiated instruction (Chapter 3)
    • Backwards planning (Chapter 4)
    • Graphic organizers and concept maps and a nationwide focus on standards-based instruction and student achievement (Chapter 7)
  • Issues related to secondary teachers (middle school, junior high school, and high school teachers) have been incorporated more directly. Research and perspectives addressing the special conditions faced by secondary students and teachers are incorporated throughout the text. Two examples include:
    • Instructional planning concerns (Chapter 4)
    • Classroom management concerns (Chapter 8)
  • Issues that face teachers and students across our nation have been more directly addressed. These include:
    • Federal legislation such as the No Child Left Behind Act of 2001
    • Teacher induction
    • Standards for teachers
    • Academic content standards for students
  • Family-school connections are addressed in several chapters, drawing tighter links among the team members who work together on behalf of students
  • Issues related to instructional technology are incorporated throughout this edition. Examples include:
    • Issues of access to technology (Chapter 1)
    • Evaluating lesson plans found on the Internet (Chapter 4)
    • Management of the one-computer classroom (Chapter 8)

    There is one change in the organization of chapters in the second edition. Information r...

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