function is performed by the teacher in this act of verbal or nonverbal behavior ? " As a result of their investigation , the Provo staff developed a Code for the Analysis of Teaching which consisted of 23 distinct categories of ...
Author: Marie M. Hughes
Publisher:
ISBN: IND:30000089247435
Category:
Page: 11
View: 150
National school teaching. with the world , and the education we give is not more emphatically moral and disciplinary . I desire — who does not desire ? -to see these children , even the youngest of them , led to the feet of Jesus ...
Author: National school teaching
Publisher:
ISBN: BL:A0019037228
Category:
Page: 24
View: 382
If this is an accurate assessment of what the experience of being a schoolteacher is currently like for a growing number ... aspect of what it means to be a teacher that connects with the virtues of teaching identified by Hogan above.
Author: Professor David Halpin
Publisher: Routledge
ISBN: 9781134569007
Category: Education
Page: 160
View: 213
This book is a rallying cry to teachers at a time when many in the profession feel profoundly pessimistic about their work and the future of education. In this uplifting book, David Halpin suggests ways of putting the hope back into education, exploring the value of and need for utopian thinking in discussions of the purpose of education and school policy. David Halpin does not attempt to predict the future of schooling. Rather, he discusses the attitude educators should adopt about its reform and the prospect of educational change. He suggests that educators need to adopt a militant optimism of the will, applying aspects of the utopian imagination through which hopefulness can be brought to bear on educational situations. This important book will stimulate fresh thinking about school reform. It will be interesting reading for those studying for Masters and Doctoral degrees in education, and academics, researchers and policy makers working in the same field.It is not that one is actually “unlearning” something so as to forget it, but that one is putting aside what is in the way of perceiving what the problem offers and does not offer. But the question arises: how does such unclutching, ...
Author: Yuichi Handa
Publisher: Taylor & Francis
ISBN: 9781136870538
Category: Education
Page: 168
View: 638
This book opens up alternative ways of thinking and talking about ways in which a person can "know" a subject (in this case, mathematics), leading to a reconsideration of what it may mean to be a teacher of that subject. In a number of European languages, a distinction is made in ways of knowing that in the English language is collapsed into the singular word know. In French, for example, to know in the savoir sense is to know things, facts, names, how and why things work, and so on, whereas to know in the connaître sense is to know a person, a place, or even a thing—namely, an other— in such a way that one is familiar with, or in relationship with this other. Primarily through phenomenological reflection with a touch of empirical input, this book fleshes out an image for what a person’s connaître knowing of mathematics might mean, turning to mathematics teachers and teacher educators to help clarify this image.qpHE teacher and the physician have *□ traditional roles to play in the life of growing boys and girls. By virtue of their professional training each can do things for a youngster that the other cannot do. This is as it has been and as ...
Author:
Publisher:
ISBN: UVA:X030695644
Category: Hygiene
Page:
View: 747
Exploring theory and practice for post-16 English Language teachers Marcello Giovanelli. teaching. In many cases, such an inherent gap in subject knowledge is unlikely to be filled during initial teacher training.
Author: Marcello Giovanelli
Publisher: Routledge
ISBN: 9781317646938
Category: Education
Page: 140
View: 383
Teaching Grammar, Structure and Meaning introduces teachers to some basic ideas from the increasingly popular field of cognitive linguistics as a way of explaining and teaching key grammatical concepts. Particularly suitable for those teaching post-16 English Language, this book offers a methodology for teaching key aspects of linguistic form and an extensive set of learning activities. Written by an experienced linguist and teacher, this book contains: · an evaluation of current approaches to the teaching of grammar and linguistic form · a revised pedagogy based on principles from cognitive science and cognitive linguistics · a comprehensive set of activities and resources to support the teaching of key linguistic topics and text types · a detailed set of suggestions for further reading and a guide to available resources Arguing for the use of drama, role play, gesture, energy dynamics, and visual and spatial representations as ways of enabling students to understand grammatical features, this book explores and analyses language use in a range of text types, genres and contexts. This innovative approach to teaching aspects of grammar is aimed at English teachers, student teachers and teacher trainers.heavy something is. (Teacher checks to verify that these tools are included and there are no new tools he didn't think of.) I'm going to write the word weight on my chart below the word “length.” Next, I'll record what I learned about ...
Author: D. Ray Reutzel
Publisher: Teachers College Press
ISBN: 9780807774731
Category: Education
Page: 150
View: 138
One of the most critical elements in the Common Core State Standards (CCSS) is the effective teaching of reading comprehension in the early years. This timely resource provides evidence-based practices for teachers to use as they work to meet standards associated with comprehending complex literature and informational texts. The authors offer a practical model, with classroom applications drawing on the Construction-Integration (CI) model of text comprehension. Illustrating why comprehension is so important in the CCSS framework, the book distills six key principles for meeting CCSS and other high-challenge standards. Chapters show teachers how to build oral language and text comprehension skills with young readers, including selecting texts, organizing materials, scheduling time, and assessing the acquisition of knowledge. Book Features: A practitioner-friendly model for teaching comprehension of informational and narrative texts in the early grades.Guidance for how to create a classroom environment that supports oral language acquisition.Instructional strategies, including teaching children to understand text structures, key details, and main ideas of a story or information text.A standards-based series of formative comprehension assessments. “Read it with the gusto it provides and deserves, and go out into your classrooms and make texts come to life through the magic of understanding!” —From the Foreword by P. David Pearson, University of California, Berkeley “This is a must-read for teachers and educators as they strive to meet the new literacy standards and improve reading comprehension outcomes for their students.” —Linda B. Gambrell, Reading Research Quarterly “The authors start with the most respected theory, add an insightful analysis of relevant Common Core standards, and combine the two with solid, practical instructional ideas. Bravo!” —James W. Cunningham, professor emeritus, University of North Carolina at Chapel HillThe teacher and the two boys sat for forty - five minutes one morning in the zoology laboratory , while the teacher ... answer to an examination question is indispensable , and that it must begin with a statement of general principles .
Author: Robert A. Stebbins
Publisher: BRILL
ISBN: 9004042423
Category: Social Science
Page: 140
View: 577
I WHAT IT MEANS TO What is the role of an BE A TEACHER instructor of youth in a in the world . Even in the elementary schools in a State like New York , teachers must know more about the world and about the sciences of human nature than ...
Author: Educational Research Service (Arlington, Va.)
Publisher:
ISBN: STANFORD:36105007969061
Category: Education
Page:
View: 531
What science teaching is consistent with NGSS? ... transmits-(tellslearners) ideas-(thoughts)they must be able to reproduce What does I learn Guess what is in the teacher's mean? head and give the teacher what he/she wants to hear: and, ...
Author: Barbara S. Spector
Publisher: Springer
ISBN: 9789463004114
Category: Education
Page: 112
View: 438
How do prospective elementary science teachers think? This case study • reveals thinking patterns common to preservice elementary teachers;• identifies their behavioral characteristics while learning to teach science which are not commonly noted in current literature;• provides change strategies to accelerate preservice elementary teachers embracing the holistic, constructivist, inquiry/practice-based paradigm consistent with the standards set by the curriculum. The chapters in this book immerse the reader in a sequence of episodes in this science methods course, and reveal the adventure of turning theory into practice while analyzing student-student/student-instructor interactions and their outcomes in an inquiry-driven, flipped classroom. Strategies presented empower preservice elementary teachers to • implement national and state standards;• change science learning/teaching from “business as usual” to applying science and engineering practices in the classroom;• make cognitive and behavioral changes required to shift paradigms and eliminate science anxiety;• pass through stages of grief inherent in the loss of dominant mechanistic paradigm. This book will interest a wide readership including science educators;scientists and engineers; administrators, supervisors, and elementary teachers in a clinical education setting; preservice elementary teachers; and anyone seeking to improve STEM education in elementary schools.