"The Act of Teaching" is a research-based text that helps student teachers develop the confidence and competence they need to succeed in the classroom. Practical and applied, the text addresses what teachers need to know about students (how they learn and their diversities); how to plan and provide instruction; how to assess, manage and motivate students; and how, overall, to be an effective teacher. Every topic covered in "The Act of Teaching" is derived from the recommendations of the Educational Testing Service on what a beginning teacher should know and from the National Board for Professional Teaching Standards on what an effective experienced teacher should know.
Table of Contents
The Act of Teaching, Third Edition PART ONE: THE BACKDROP OF TEACHINGChapter 1: Factors that Influence How We TeachChapter 2: The Challenge of Teaching in a Changing SocietyChapter 3: Teaching Diverse StudentsChapter 4: Three Schools of Thought About Learning and TeachingChapter 5: Getting to Know Your Students and Motivating Them to Learn PART TWO: THE ACT OF TEACHINGChapter 6: Planning InstructionChapter 7: Four Instructional Alternatives: Presentation, Discussion, Independent Study, and Individualized InstructionChapter 8: Four More Instructional Alternatives: Cooperative Learning, Discovery Learning, Constructivism, and Direct InstructionChapter 9: Evaluating Students' Learning PART THREE: THE EFFECTIVE TEACHERChapter 10: Personal Attributes and Characteristics of Effective TeachersChapter 11: Professional Skills and Abilities of Effective TeachersChapter 12: Classroom Management Skills of Effective TeachersChapter 13: Challenges Classroom Teachers FaceChapter 14: Reflective Skills of Effective Teachers PART FOUR: PRACTICE TEACHING MANUALUnit 1 Microteaching: Practicing Critical Teaching SkillsUnit 2 Reflective Teaching: Practicing Being a Thoughtful PractitionerUnit 3 Room 221: A Simulation: Solving Classroom Problems Appendix: How the Act of Teaching Meets the Requirements of Praxis IIIGlossaryCreditsIndexes
Donald Cruickshank received his degrees from the State University College at Buffalo, NY, and University of Rochester. After stints as a teacher, coach, supervisor, and principal in the Rochester schools, as he began a college teaching and administrative career that took him to SUNY Brockport, the University of Tennessee, Wheelock College, and The Ohio State University. The author of over 100 chapters, articles, and encyclopedia entries, this is his eighth book. He is best known for his pioneering efforts in developing simulations and reflective teaching. Deborah Bainer is associate professor of education at The Ohio State University, Mansfield campus, where she coordinates the teacher preparation programs. She received her B.S. in biology from Geneva College and her M.S. in environmental education and Ph.D. in Teacher Education from The Ohio State University. She taught middle school and high school science in the U.S. and in Asia, and formerly chaired the education department at Biola University. Currently her teaching responsibilities involve general pedagogy, supervision, and science and social studies methods. Dr. Bainer has authored numerous articles and book chapters reflecting her research in teacher professional development through partnerships, teacher reflectivity, and effective multicultural instruction. Kim Metcalf is director of the Teacher Education Laboratory at Indiana University, Bloomington, and associate professor of curriculum and instruction. He was awarded his M.A. and PH.D. in teacher education and educational research and evaluation from The Ohio State University. Dr. Metcalf is a former music teacher who worked with students in grades K to 12, primarily in instrumental music. His major responsibilities now focus on designing, providing, and evaluating preservice teacher education. He is coauthor of the chapter "Training within Teacher Preparation" in the Handbook of Research on the Teacher Education, and is contributor to the International Encyclopedia of Education.