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Taking Cues from Kids How They Think - What to Do about It

ISBN-10: 032500210X
ISBN-13: 9780325002101
Edition: 2000
Authors: Dorothy Peterson
List price: $30.25 Buy it from $21.39
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Description: [This is] a remarkable book. . . . Dottie reminds us that wisdom is cumulative and the experiences of other teachers and other schools, as well as research on teaching and learning, are critical experiences to take with us into our classrooms. -  More...

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Book details

List price: $30.25
Copyright year: 2000
Publisher: Heinemann
Publication date: 1/31/2000
Binding: Paperback
Pages: 204
Size: 6.00" wide x 9.00" long x 0.50" tall
Weight: 0.638

[This is] a remarkable book. . . . Dottie reminds us that wisdom is cumulative and the experiences of other teachers and other schools, as well as research on teaching and learning, are critical experiences to take with us into our classrooms. - Deborah Meier Is it possible to address the individual learning needs of thirty active multiage, multiethnic elementary students - all at the same time? Dorothy Peters has been doing this for almost twenty years. In Taking Cues from Kids, she demonstrates how - to twelve student teachers at New York City's Central Park East School, many of whom themselves began as skeptics. A compilation of yearlong journal exchanges between Peters and her student teachers, this unique book immerses readers in the specificities of classroom life on a day-to-day basis - the actual framework in which any teacher must make decisions. Intelligent, perceptive, constructively critical, these student teachers raise questions all educational practitioners face and their discussions cover the spectrum of issues - everything from punishment versus consequence and dealing with "difficult" children to planning and implementing integrated curriculum, fostering inquiry, assessing and tracking students' growth, and managing hands-on experiential learning. The book also provides lots of practical support: sample room layouts, suggestions for classroom provisioning, a sample record-keeping form, a planning web for integrated curriculum, a sample lesson plan, a chapter on getting started, suggested readings, and lots of photographs illustrating how hands-on learning progresses across the grades. There is something in this book for everyone. Experienced teachers will extend and deepen their understanding of child-centered practice, discovering additional techniques to add to their repertoire. New teachers will be encouraged to discover how much they already know and that moments of self-doubt and discouragement at the start of a teaching career are universal. Master teachers, mentors, and staff developers will find an effective model for coaching.

Dorothy Peters began her teaching career in 1972 as the only open classroom teacher in a traditional public school on Chicago's south side. Nine years later she joined the faculty of Central Park East One, an alternative public school in New York City's East Harlem, under its founder and then-director Deborah Meier. Currently, Peters is a supervisor of student teachers enrolled in pre-K through sixth-grade placements, the preservice Master's degree program at Teachers College, Columbia University, in New York City.

September-October Beginnings
Is It Chaos: Looking for Structure
The Teacher's Role in a Learner-Centered Classroom October-December Ranging Far and Wide
Questions About Everything Why Kids Work
The Role of Choice and Structure
An Environment Where Questions Can Happen
Discipline, Assessment, Parents as Partners March-April Playgrounds
Homeless Study
Thoughts on Assessment, Authority, Writing, and Grammar White Teacher in the Classroom
Values in the Classroom #149
Setting Expectations for Work Losing One's Way and Finding
It Again: Redefining the Teacher's Role
May Breakthrough in a Teacher's Thinking: Exploration at the Water Table
The Child as Central to Teaching and Discipline
More on Curriculum and Management Teachable Moments
Applying the Lens to a Sad and Angry Child Graduation Getting Started

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