| |
| |
| Prologue | |
| |
| |
| Accommodating Student Differences | |
| |
| |
| Attaining Credibility with Students: Teacher Attitude and Modeling Behaviors | |
| |
| |
| Beyond Teaching: A Teacher Is Interesting Because the Teacher Has a Life Outside of School | |
| |
| |
| First Year of Teaching: Not the Best Time to Assume New Personal and Social Commitments and Responsibilities | |
| |
| |
| Colleagues, Administrators, and Support Staff: Your Professional Network | |
| |
| |
| Mentor: Sometimes It's Good to Have More Than One | |
| |
| |
| An Expert Among Professionals | |
| |
| |
| Envious Colleagues | |
| |
| |
| Staff Should Be Valuable Members of Your Support Network | |
| |
| |
| Sharing a Common Purpose | |
| |
| |
| Ask for Help Whenever You Feel a Perceived Need-Don't Wait Too Long | |
| |
| |
| Curriculum Matters and Concerns | |
| |
| |
| Teaching Both Children and the Content Standards: An Oxymoron? | |
| |
| |
| Integrating the Subjects: More Like Real Life | |
| |
| |
| Cooperative Learning: Don't Give Up Before Experiencing Its Benefits | |
| |
| |
| Group Grading Is Not Recommended | |
| |
| |
| Controversial Content and Issues: Unavoidable | |
| |
| |
| |
| Ten most-challenged books in 2002 | |
| |
| |
| Children Must Be Protected from Dogma and Allowed Freedom to Learn and to Develop Their Personal Values and Opinions | |
| |
| |
| Decision Making and Locus of Control: No One Knowledgeable Ever Said That Good Teaching Is Easy, But It Is Fun and Intrinsically Rewarding | |
| |
| |
| Coping Strategies: Avoiding Feelings of Aloneness | |
| |
| |
| Decision Making and Instruction | |
| |
| |
| This May Be the First Job Where You Are Constantly Reflecting On Your Every Action | |
| |
| |
| Retaining Creativity and Individuality While Teaching a Prescribed and Even Scripted Curriculum | |
| |
| |
| Differentiating the Instruction: Ensuring That No Child Is Left Behind | |
| |
| |
| Selected Strategies for Personalizing Instruction for Quality Learning | |
| |
| |
| Discipline: Fear of Losing Classroom Control Is a Major Concern of Many Beginning Teachers | |
| |
| |
| Beginning the School Year Well: Thorough Preparation Provides Confidence and Fosters Success | |
| |
| |
| Preventing a Ship from Sinking Is Much Easier Than Saving a Sinking One: Errors to Avoid | |
| |
| |
| Helping Students Develop Self-Control | |
| |
| |
| Equality in the Classroom: Ensuring a Psychologically Safe and Supportive Learning Environment | |
| |
| |
| Examples of Teacher Behaviors That Violate the Concept of Gender Equity | |
| |
| |
| Ensuring Equity | |
| |
| |
| First Day: Your Only Opportunity to Make an Initial Impression | |
| |
| |
| Dress with Professional Pride | |
| |
| |
| Greet the Students | |
| |
| |
| Initial Activity | |
| |
| |
| Student Seating | |
| |
| |
| Information About the Class or Course | |
| |
| |
| |
| Sample course syllabus | |
| |
| |
| Procedures and Endorsed Behavior | |
| |
| |
| Focus on Endorsed Attitudes and Behaviors | |
| |
| |
| What Students Need to Understand from the Start | |
| |
| |
| |
| About class interruptions | |
| |
| |
| Consequences for Inappropriate Behavior | |
| |
| |
| First Homework Assignment | |
| |
| |
| Guest Speaker: Making It a Successful Learning Experience | |
| |
| |
| High Energy Days and the Disruption of Routine: Kids Are Human, Too | |
| |
| |
| High Stakes Testing: Leave No Student Behind | |
| |
| |
| Differentiating Your Classroom: Modify the Key Variables of Time, Methodology, and Grouping to Ensure that No Child Is Left Behind | |
| |
| |
| Internet: Resource to Enhance Teaching and Student Learning | |
| |
| |
| |
| Sample Internet resources for teachers | |
| |
| |
| Job Satisfaction: A Two-Way Street | |
| |
| |
| Makeup Work: Be Firm But Understanding | |
| |
| |
| Homework Assignments | |
| |
| |
| Late Work and Opportunity for Recovery | |
| |
| |
| Classroom Vignette: Late Homework from an At-Risk Student | |
| |
| |
| Tests and Quizzes | |
| |
| |
| Unannounced Quizzes | |
| |
| |
| Media: If Anything Can Go Wrong, It Probably Will! | |
| |
| |
| Be Prepared with Plan B | |
| |
| |
| Memorizing: Sometimes It's Necessary | |
| |
| |
| Motivational Ideas: Build Your Repertoire | |
| |
| |
| The Visual and Performing Arts | |
| |
| |
| Family and Consumer Economics, Foods, and Textiles | |
| |
| |
| English, Languages, and the Language Arts | |
| |
| |
| Mathematics | |
| |
| |
| Science | |
| |
| |
| Social Sciences | |
| |
| |
| |
| Internet sites for teaching ideas | |
| |
| |
| Paperwork: How to Avoid Becoming Buried Under Mounds of It | |
| |
| |
| Teacher Vignette: No One Truly Knowledgeable About It Ever Said That Good Teaching Is Easy | |
| |
| |
| Cautions About Using Peer Checking | |
| |
| |
| Parent and Guardian Contacts and Involvement | |
| |
| |
| Back-to-School Night and Open House | |
| |
| |
| Conferences | |
| |
| |
| Dealing with an Angry Parent or Guardian | |
| |
| |
| Politics at School: Best to Avoid | |
| |
| |
| Professional Organizations: Join One | |
| |
| |
| Protecting Students and Yourself: Liability, Safety, and Security Matters | |
| |
| |
| Student Rights | |
| |
| |
| Teacher Liability and Insurance | |
| |
| |
| Child Abuse | |
| |
| |
| Door Keys | |
| |
| |
| First Aid and Medication | |
| |
| |
| Records: Organization, the Key to Success | |
| |
| |
| Record Keeping | |
| |
| |
| Worst Nightmare | |
| |
| |
| Reliability: A Good Teacher Is a Dependable Person | |
| |
| |
| Salary: Not Great But Regular | |
| |
| |
| Sense of Humor, an Intelligent Behavior: Please Smile and Do So Long Before Christmas | |
| |
| |
| Classroom Vignette: A Humorous Scenario: A Missed Teachable Moment | |
| |
| |
| Student Achievement: The Extremely Important and Time-Intensive Responsibilities of Assessing, Grading, and Reporting | |
| |
| |
| Avenues for Assessing Student Learning | |
| |
| |
| Think First, Write Second: That Which Separates the Professional Teacher from Anyone Off the Street Is the Teacher's Ability to Go Beyond Mere Description of Behavior | |
| |
| |
| Student Journals and Assessment | |
| |
| |
| Student Portfolios and Assessment | |
| |
| |
| Avoiding the Rush at the End of a Grading Period | |
| |
| |
| Report Cards | |
| |
| |
| Student Learning: When Children Do Not Learn the Way We Teach Them, Then We Must Teach Them the Way They Learn | |
| |
| |
| Classroom Vignette: Students Write and Stage a One-Act Play | |
| |
| |
| Students at Risk: Integration of Learning Modalities Is a Must | |
| |
| |
| Learning Style Is Not an Indicator of Intelligence But of How a Person Learns | |
| |
| |
| The Learning Cycle | |
| |
| |
| Learning Capacities | |
| |
| |
| Classroom Vignette: Using the Theory of Learning Capacities (Multiple Intelligences) and Multilevel Instruction | |
| |
| |
| Subject Knowledge: Fountainhead of Information or an Educational Broker? | |
| |
| |
| Teaching Out of Field | |
| |
| |
| Supplies and Textbooks: Seldom Ideal, Sometimes Inadequate | |
| |
| |
| What You Want for Your Birthday | |
| |
| |
| Student Textbooks | |
| |
| |
| |
| Techniques for helping students develop their higher-level thinking skills and their comprehension of expository material | |
| |
| |
| Teacher's Lounge: Enter with Caution | |
| |
| |
| Total School: Enter with Enthusiasm | |
| |
| |
| Student Activities: There Is More to Teaching and Learning Than Classroom Work | |
| |
| |
| Transitions During Lessons: A Difficult Skill to Master | |
| |
| |
| Your Place of Work: Please Show Pride in It | |
| |
| |
| Your First Observation by the Principal | |
| |
| |
| Your Professional Portfolio and Personal Records of Your Work | |
| |
| |
| Epilogue | |
| |
| |
| For Further Reading | |
| |
| |
| Glossary | |
| |
| |
| Index | |