[Book Cover]

Teaching in Today's Classrooms: Cases From Elementary School, 1/e

George L. Redman, Hamline University

Published June, 1998 by Prentice Hall Career & Technology

Copyright 1999, 132 pp.
Paper
ISBN 0-13-627142-1


Sign up for future
mailings on this subject.

See other books about:
    General Elementary Methods-Curriculum and Instruction

    Curriculum Development/Elementary-Curriculum and Instruction


Summary

This problem-based casebook emphasizes reflective thinking and shows teachers how to create a collaborative, interactive atmosphere in which students address authentic issues, share prior knowledge, think like professionals, and develop their potential to learn, to teach, and to mature in thought and action once on the job. The approach taken in this hands-on casebook is to invite prospective teachers to become active inquirers in their study of teaching.

Features


Presents a collection of 32 engaging, field-tested cases that are all authentic classroom situations and are organized around a research-supported conceptual framework of 22 critical components of teaching.
Features 22 critical components of teaching, all correlated to the INTASC (Interstate and New Teacher Assessment and Support Consortium) standards organized within four domains: planning and preparation; creating an environment for learning; instruction; and professional responsibilities.
Uses of the cases: coordinate with core texts on teaching, tap students' prior knowledge, make sense of field experiences, stimulate extended thinking activities, help to create a collaborative and inquiring community of learners, and engage students in lively interaction as they learn.
Includes Questions for Reflection and Activities for Extended Thinking which invite students to relate insights to the course text, to field experiences, and to national and local standards in teacher education.


Table of Contents
I. INTRODUCTION:
II. PLANNING AND PREPARATION.

    1. But I Assumed...
    2. My Brother Was Shot by A Gang:
    3. “Our Computer Exercises Aren't Fun!”
    4. Students with Dual Needs.
    5. “When Would I Ever Use This?”
    6. Structuring for Success in a Mainstreamed Classroom.
    7. A Bilingual Teacher's Aide Assesses His New School.
    8. Developing Skills of Critical Analysis: Exposing the Myths of Films and Fairy Tales.
    9. How Should I Grade Danielle?
III. THE CLASSROOM ENVIRONMENT.
    10. “Let's All Make Up the Rules.”
    11. “Overlook the Stereotypes—It's Art!”
    12. “Not in My Group—He's Gay.”
    13. “We Only Meant It as a Joke.”
    14. “Respect? Let's Talk About It.”
    15. “Let's Be Nice to Ricardo.”
    16. “Isn't the Christmas Tree a Christian Symbol?”
    17. Your Data are so Neatly Recorded.
    18. “No, This Is My Chair!”
IV. INSTRUCTION.
    19. “Can We Study Crazy Horse?”
    20. “Folk Heroes—Is Cesar Chavez One?”
    21. “Other Cultures Celebrate Thanksgiving Too.”
    22. “Let's Start With What You Have Done.”
    23. “You'll Need Both Black Vernacular and Standard English.”
    24. “Here's What We'll Do...”
    25. “What If I Can't Get Their Attention?”
    26. “Friday Is Video Day”
    27. “Dwight, What Do You Think?”
V. PROFESSIONAL RESPONSIBILITIES.
    28. “Let's Ask the Company to Change It.”
    29. “Your Child Is So Good At...”
    30. Professional Growth and Instructional Support.
    31. Records, Portfolios, and Computers.
    32. “I'd Rather Not Supervise A Student Teacher This Term.”
    Appendix A: The Four Domains of Teaching Responsibility.
    Appendix B: Banks's Approaches for the Integration of Multicultural Context.
    Appendix C: Creating a Multicultural Context for the Cases.
    Bibliography.

[Help]

© Prentice-Hall, Inc. A Simon & Schuster Company
Comments To webmaster@prenhall.com