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| Introduction: Introducing the Reflective Process | |
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| Reflective Practices and You | |
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| Why Do We Say Reflective Practices? | |
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| How Do We Engage in the Reflective Process? | |
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| Focus One: What Is Focus One? | |
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| Dialogue and 'Teacher Discourse' | |
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| Critical Outcomes | |
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| Focus Two: What Is Focus Two? | |
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| References and Suggested Readings | |
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| Guidelines for a Cooperative Learning Group Approach | |
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| Why Cooperative Groups? | |
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| The Group Process | |
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| Who Participates? | |
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| What Are the Roles? | |
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| Practicing the Process | |
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| Forming Groups | |
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| Choosing Roles | |
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| Getting into Action | |
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| Using Discussion Questions | |
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| What Is an Action Plan? | |
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| What Is the Individual Accountability Report? | |
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| References and Suggested Readings | |
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| Observing and Analyzing the Teaching Learning Process | |
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| Focus One: First Observations | |
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| Focus Two | |
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| Application: Observing the Teaching/Learning Process | |
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| Assigned Activities | |
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| Summary | |
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| Follow-Up Questions and Shared Insights | |
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| References and Suggested Readings | |
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| Developing Instructional Plans | |
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| Focus One: Am I Initiating? | |
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| Focus Two | |
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| Application: Developing Instructional Plans | |
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| Preplanning | |
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| Learning Styles | |
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| Multiple Intelligences | |
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| Designing and Planning the Lesson | |
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| Instructional Objectives | |
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| Lesson Plan Guide | |
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| Assigned Activities | |
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| Summary | |
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| Follow-Up Questions and Shared Insights | |
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| References and Suggested Readings | |
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| Designing and Planning Instruction | |
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| Focus One: Analyzing Your Emotional Response to Beginning Teaching | |
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| Focus Two | |
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| Application: Designing and Planning Instruction | |
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| Assigned Activities | |
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| Summary | |
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| Follow-Up Questions and Shared Insights | |
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| References and Suggested Readings | |
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| Accommodating the Diversity of Learners | |
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| Focus One: Analyzing the Affective Dimensions of Inclusion | |
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| Focus Two | |
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| Application: Accommodating the Diversity of Learners | |
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| Assigned Activities | |
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| Summary | |
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| Follow-Up Questions and Shared Insights | |
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| References and Suggested Readings | |
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| Practicing Lesson Presentation Strategies | |
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| Focus One: What Am I Saying? What Am I Hearing? | |
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| Directions for One-Way Communication Process | |
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| Directions for Two-Way Communication Process | |
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| Optional Activity: Total Group Discussion of Process | |
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| Focus Two | |
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| Application: Practicing Lesson Presentation Strategies | |
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| Presentation Strategies | |
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| Assigned Activities | |
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| Summary | |
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| Follow-Up Questions and Shared Insights | |
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| References and Suggested Readings | |
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| Stimulating Critical Thinking: Questioning Strategies | |
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| Focus One: The Teacher's Story: A Process | |
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| Focus Two | |
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| Application: Stimulating Critical Thinking with Questioning Strategies | |
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| Levels of Cognitive Development and Examples of Questions | |
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| Assigned Activities | |
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| Summary | |
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| Follow-Up Questions and Shared Insights | |
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| References and Suggested Readings | |
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| Varying Instructional Strategies | |
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| Focus One: What Do I Now See? | |
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| Focus Two | |
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| Application: Varying Instructional Strategies | |
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| Assigned Activities | |
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| Summary | |
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| Follow-Up Questions and Shared Insights | |
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| References and Suggested Readings | |
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| Creating a Learning Climate | |
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| Focus One: Teacher as Role Model | |
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| Focus Two | |
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| Application: Creating a Learning Climate | |
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| Exhibits Positive Attitudes and Characteristics | |
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| Communicates Clear Verbal and Nonverbal Expectations | |
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| Relates to Diverse Student Populations | |
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| Promotes Working Relationships among Students | |
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| Arranges Positive Physical Environment | |
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| Assigned Activities | |
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| Summary | |
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| Follow-Up Questions and Shared Insights | |
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| References and Suggested Readings | |
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| Maintaining the Learning Climate | |
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| Focus One: Monumental Design | |
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| Focus Two | |
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| Application: Maintaining the Learning Climate | |
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| Models of Discipline Strategies | |
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| Instructional Management Strategies | |
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| Behavior Modification Strategies | |
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| Socioemotional Climate Strategies | |
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| Assertive Discipline Strategies | |
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| Safe Schools | |
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| Assigned Activities | |
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| Summary | |
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| Follow-Up Questions and Shared Insights | |
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| References and Suggested Readings | |
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| Assessing Student Learning | |
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| Focus One: I'm Feeling Proud of ... | |
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| Focus Two | |
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| Application: Assessing Student Learning | |
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| Alternative, Authentic, and Performance Assessment | |
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| Standards for Authentic Pedagogy and Student Academic Performance | |
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| Assigned Activities | |
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| Summary | |
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| Follow-Up Questions and Shared Insights | |
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| References and Suggested Readings | |
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| Communicating Learning Results | |
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| Focus One: Look Where I Am! | |
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| Focus Two | |
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| Application: Communicating Learning Results | |
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| Grading | |
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| Forms of Assessment | |
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| Scoring Guides or Rubrics | |
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| Peer and Self-Assessment | |
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| Reporting Guidelines | |
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| Reporting to Parents | |
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| Conferences | |
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| Assigned Activities | |
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| Summary | |
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| Follow-Up Questions and Shared Insights | |
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| References and Suggested Readings | |
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| Collaborating with Colleagues, Parents, and Other Agencies | |
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| Focus One: Am I a Collaborator, a Team Player? | |
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| Focus Two | |
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| Application: Collaborating with Colleagues, Parents, and Other Agencies | |
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| Collaboration Skills | |
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| Collaboration Forms | |
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| Collaborating with Parents | |
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| Collaborating with Other Agencies | |
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| Assigned Activities | |
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| Summary | |
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| Follow-Up Questions and Shared Insights | |
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| References and Suggested Readings | |
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| Reflecting and Evaluating Teaching | |
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| Focus One: For Who I Am and What I Have, Thanks! | |
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| Focus Two | |
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| Application: Reflecting and Evaluating Teaching | |
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| Reflective Teaching Techniques | |
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| Helping Learners Become Reflective | |
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| Reflective Practice | |
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| Assigned Activities | |
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| Summary | |
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| Follow-Up Questions and Shared Insights | |
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| References and Suggested Readings | |
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| Continuing the Professional Journey | |
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| Professional Growth: Looking Inward | |
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| Professional Growth: Partners in the Process | |
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| Professional Growth: A Culminating Reflection | |
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| Designs, Plans, and Implements Instruction | |
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| Accommodates Diversity | |
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| Assesses One's Performance | |
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| Identifies Personal and Psychological Needs | |
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| Seeks and Receives Support | |
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| Collaborates with Parents, Colleagues, and Others | |
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| Engages in Professional Growth Opportunities | |
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| Professional Growth: The Portfolio | |
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| Continuing the Journey: A Professional Development Plan | |
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| Onward and Upward! Journey On! | |
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| Professional Organizations and You | |
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| References and Suggested Readings | |
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| Acquiring Certification and a Teaching Position | |
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| Career Services Center | |
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| Resume, Cover Letters, and Interview Techniques | |
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| Inquiry about Teaching Positions | |
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| Interviewing for a Position | |
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| Suggested Interview Questions | |
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| Questions for the Interviewee | |
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| Professional Portfolio | |
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| Obtaining Certification | |
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| Career Advancement | |
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| Cooperative Group Approach to Focus One Activities | |
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| New Teacher Standards | |
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| Getting Organized | |
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| Lesson Plan Guide | |
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| Professional Portfolio Assessment Criteria | |
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| Evaluation Forms | |
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| Index | |