Strategies for successful student teaching: a guide to student teaching, the job search, and your first classroom
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2013
|
| Ausgabe: | 3. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references |
| Beschreibung: | XVIII, 270 S. 28 cm |
| ISBN: | 9780137059485 0137059485 |
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| 100 | 1 | |a Radford, Carol Pelletier |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Strategies for successful student teaching |b a guide to student teaching, the job search, and your first classroom |c Carol Pelletier Radford |
| 250 | |a 3. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2013 | |
| 300 | |a XVIII, 270 S. |c 28 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references | ||
| 650 | 4 | |a Student teaching |z United States |v Handbooks, manuals, etc | |
| 650 | 4 | |a Student teachers |x Training of |z United States |v Handbooks, manuals, etc | |
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
BEGINNING YOUR JOURNEY INTO
TEACHING 1
PLAN TO DISCUSS PROFESSIONAL STANDARDS 8
CONNECT 10
CONNECTWITH PEOPLE 10
CONNECTWITH READINGS AND RESOURCES 10
CONNECTTECHNOLOGY TO TEACHING 10
ACT 11
ACTIVITY 1.8
ACTIVITY 1.9
ACTIVITY 1.2
ACTIVITY 1.1 WHY DID I CHOOSE TEACHING? 12
WHAT DO I BELIEVE ABOUT TEACHING AND LEARNING? 13
WH AT DO I BRING TO THE EXPERIENCE? 14
AM I READY? 15
ADVICE FROM FORMER STUDENT TEACHERS 16
LINKING THEORY AND PRACTICE 17
GUIDELINES FOR TEACHER PREPARATION PROGRAM 18
PROFESSIONAL ETHICS DURING STUDENT TEACHING 19
HOW DOES THE LAW RELATE TO ME? 20
PROFESSIONALISM 21
ESTABLISHING PROFESSIONAL BOUNDARIES 22
ACTIVITY 1.12 SEVEN STEPS TO SUCCESS 23
ACTIVITY 1.10
ACTIVITY 1.11
ACTIVITY 1.6
ACTIVITY 1.7
ACTIVITY 1.3
ACTIVITY 1.4
ACTIVITY 1.5
REFLECTAND SET GOALS 24
WHAT S YOUR PLAN FOR LEARNING? 7
KEY QUESTIONS: 7
1. WH AT ARE MY BELIEFS AND EXPERIENCES RELATED TO TEACHING AND
LEARNING? 7
2. HOW DO I KNOW I AM PREPARED TO TEACH? 7
3. HOW HAS THE UNIVERSITY PREPARED ME? 7
4. WH AT WILL BE EXPECTED OF ME? 7
BEGINNING YOUR JOURNEY INTO TEACHING 3
MAINTAINING YOUR BALANCE: GUIDING PRINCIPLES FOR BECOMING A TEACHER 4
ACKNOWLEDGING WHO YOU ARE 4
BUILDING TRUSTING RELATIONSHIPS 4
DEMONSTRATING EFFECTIVE TEACHING PRACTICES 5
PARTICIPATING IN REFLECTIVE PRACTICES 6
CONNECTING WITH THE WIDER EDUCATION COMMUNITY 6
TRANSITION FROM COLLEGE STUDENT TO
TEACHER AM I READY? 2
X
IMAGE 2
CONTENTS
LEARNING ABOUT THE CONTEXT OF
TEACHING: WHERE DO I BEGIN? 25
WHAT S YOUR PLAN FOR LEARNING? 27 KEY QUESTIONS: 27
1. WHAT DO I NEED TO KNOW ABOUT THE SCHOOL, THE DISTRICT, AND THE
COMMUNITY TO HELP ME SUCCEED IN MY PRACTICUM? 27
2. HOW WILL I INTRODUCE MYSELF TO THE COOPERATING TEACHER, THE STUDENTS,
AND THE PARENTS? 27
3. HOW CAN I USE OBSERVATION AND INTERVIEW TOOLS TO CAPTURE TEACHING AND
LEARNING EXPERIENCES? 27
PLAN TO DISCUSS PROFESSIONAL STANDARDS 28
CONNECT 29
CONNECTWITH PEOPLE THROUGH PERSONAL INTERVIEWS 29
CONNECTWITH READINGS AND RESOURCES 29
CONNECTTECHNOLOGY TO TEACHING 29
ACT 30
ACTIVITY 2.1 CREATING A SCHOOL PROFILE 31
ACTIVITY 2.2 GETTING TO KNOW THE SCHOOL DISTRICT AND THE COMMUNITY 32
ACTIVITY 2.3 FIRST IMPRESSIONS: MEETING MY COOPERATING TEACHER 33
ACTIVITY 2.4 CREATING A SURVIVAL PACKET 34
ACTIVITY 2.5 THE LANGUAGE OF SCHOOLS 35
XI
ACTIVITY 2.6 SAMPIE LETTER OF INTRODUCTION TO STUDENTS 36
ACTIVITY 2.7 SAMPIE LETTER OF INTRODUCTION TO PARENTS 37
ACTIVITY 2.8 TEACHER OBSERVATION: THE BIG PICTURE 38
ACTIVITY 2.9 TEACHER OBSERVATION: VISIBLE LEARNING 39
ACTIVITY 2.10 TEACHER OBSERVATION: CLASS STRUCTURE 40
ACTIVITY 2.11 TEACHER OBSERVATION: LESSON PLAN OBJECTIVES 41
ACTIVITY 2.12 STUDENT OBSERVATION: CREATING A CASE STUDY 43
ACTIVITY 2.13 STUDENT OBSERVATION: WHOLE-CLASS DYNAMICS 44
ACTIVITY 2.14 STUDENT OBSERVATION: SMALL GROUP DYNAMICS 45
ACTIVITY 2.15 TEACHER INTERVIEW: RATIONALE FOR TEACHING THE LESSON 46
ACTIVITY 2.16 STUDENT INTERVIEWS 47
REFLECTAND SET GOALS 48
LEARNING TO TEACH: HOW DO I
GROW AND DEVELOP DURING THIS EXPERIENCE? 49
WHAT S YOUR PLAN FOR LEARNING? 51 KEY QUESTIONS: 51
1. HOW WILL THE TRIAD SUPPORT ME? 51
2. HOW WILL SUPERVISION HELP ME LEARN HOW TO TEACH? 51
IMAGE 3
XII
3. WHAT IS REFLECTION AND HOW WILL I USE IT TO FORWARD MY TEACHING? 51
4. HOW WILL I DOCUMENT MY LEARNING USING EVIDENCE? 52
5. HOW WILL I BE EVALUATED? 52
PLAN TO DISCUSS PROFESSIONAL STANDARDS 52
CONNECT 53
CONNECTWITH PEOPLE 53
CONNECF WITH READINGS AND RESOURCES 53
CONNECTTECHNOLOGY TO TEACHING 53
ACT 54
CONTENTS
ACTIVITY 3.15 DOCUMENTING YOUR PRACTICE USING AUDIO 72
ACTIVITY 3.16 DOCUMENTING YOUR PRACTICE USING VIDEO 73
ACTIVITY 3.17 PARTIDPATORY ACTION RESEARCH 74
ACTIVITY 3.18 YOUR TEACHING PORTFOLIO 75
ACTIVITY 3.19 STANDARDS FOR SUCCESS 76
ACTIVITY 3.20 USING A PERFORMANCE RUBRIC TO MEASURE PROGRESS 77
REFLECTAND SET GOALS 78
ACTIVITY 3.1
ACTIVITY 3.2
ACTIVITY 3.3
ACTIVITY 3.4
ACTIVITY 3.5
ACTIVITY 3.6
ACTIVITY 3.7
ACTIVITY 3.8
ACTIVITY 3.9
ACTIVITY 3.10
ACTIVITY 3.11
ACTIVITY 3.12
ACTIVITY 3.13
ACTIVITY 3.14
MY EXPECTATIONS FOR STUDENT TEACHING 55
TRIAD RO/ES AND RESPONSIBILITIES 56
SAMPIE AGENDA FOR TRIAD MEETING 58
BEING OBSERVED 59
RECEIVING FEEDBACK 61
WRITTEN FEEDBACK FROM COOPERATING TEACHER 62
OBSERVABLE BEHAVIORS 63
MICROTEACHING AND COTEACHING 64
SELF-ASSESSMENT OF A LESSON 65
BUBBLE REFLECTION: STUDENT TEACHER 66
BUBBLE REFLECTION: COOPERATING TEACHER 67
BUBBLE REFLECTION: UNIVERSITY SUPERVISOR 68
REFLECTIVE JOURNAL GUIDELINES 69
PROBLEMS TO POSSIBILITIES: COLLABORATIVE PROBLEM SOLVING 70
DEMONSTRATING YOUR TEACHING
SKILLS 79
CLASSROOM MANAGEMENT: CREATING A POSITIVE LEARNING ENVIRONMENT 80
WHAT S YOUR PLAN FOR LEARNING? 82 KEY QUESTIONS: 83
1. WH AT ARE THE ATTITUDES, DISPOSITIONS, AND BELIEFS OF EFFECTIVE
TEACHERS? 83
2. HOW DO EFFECTIVE TEACHERS MANAGE THEIR C1ASSROOMS USING SPACE,
ROUTINES, REWARDS. AND TIME MANAGEMENT? 83
3. HOW DO I CREATE AN ENVIRONMENT THAT PRORNOTES /EARNING AND POSITIVE
SODAL INTERACTION FOR ALL STUDENTS? 83
IMAGE 4
CONTENTS
XIII
PLAN TO DISCUSS PROFESSIONAL
STANDARDS 83
CONNECT 84
CONNECT WITH PEOPLE 84
CONNECT WITH READINGS AND RESOURCES 84
CONNECT TECHNOLOGY TO TEACHING 84
EKAPTE)( 5
CLASSROOM MANAGEMENT: HOWDO EFFECTIVE TEACHERS PROMOTEAPPROPRIATE
BEHAVIOR? 106
ACTIVITY 4.2
ACTIVITY 4.3
ACTIVITY 4.5
ACTIVITY 4.1
ACTIVITY 5.4
ACTIVITY 5.3
ACTIVITY 5.1
ACTIVITY 5.2
RESEARCH THAT MATTERS 111
POLICIES AND PROCEDURES AT YOUR SCHOOL 112
AVOIDING COMMON CLASSROOM PROBLEMS 113
IDENTIFYING CHALLENGES FOR TEACHERS 114
ACTIVITY 5.5 COMMON CLASSROOM MISBEHAVIORS OBSERVATION PROCESS 116
ACTIVITY 5.6 COLLECTING DATA ON STUDENT BEHAVIOR 117
WHAT S YOUR PLAN FOR LEARNING? 108
KEY QUESTIONS: 108
1. HOW DO BEHAVIOR-MANAGEMENT THEORIES AND RESEARCH INFORM MY PRACTICE?
108
2. HOW DO EFFECTIVE TEACHERS PROMOTE POSITIVE BEHAVIOR? 108
3. HOW DO EFFECTIVE TEACHERS RESOLVE C1ASSROOM-MA NAGEMENT CHALLENGES?
108
4. HOW DO EFFECTIVE TEACHERS GET HELP FOR STUDENTS IN NEED? 108
PLAN TO DISCUSS PROFESSIONAL STANDARDS 108
CONNECT 109
CONNECT WITH PEOPLE 109
CONNECT WITH READINGS AND RESOURCES 109
CONNECT TECHNOLOGY TO TEACHING 109
ACT 110
ACTIVITY 4.4
ACTIVITY 4.6
ACTIVITY 4.7
ACTIVITY 4.8
ACTIVITY 4.9
ACTIVITY 4.10
ACTIVITY 4.11
ACTIVITY 4.12
ACTIVITY 4.13
ACTIVITY 4.14
RESPECT FOR ALL LEARNERS 86
CLASSROOMS FOR SOCIAL JUSTICE 87
CULTURALLY SENSITIVE TEACHERS 88
WH AT DOES A CLASSROOM LOOK LIKE? 89
VISIBLE LEARNING AND SILENT TEACHERS 90
HOW SPACE IMPACTS LEARNERS 91
WHAT ARE ROUTINES? 92
ROUTINES AND LEARNING TIME 93
WHY USE REWARDS? 94
TIME MANAGEMENT WORKS 96
CREATING A COMMUNITY OF LEARNERS 97
USING A SOCIOGRAM 99
CONTRACTS AND AGREEMENTS 101
WELCOMING A NEW STUDENT 103
ACTIVITY 4.15 STUDENTS AS LEADERS 104
ACT 85
REFLECT AND SET GOALS 105
IMAGE 5
XIV
CONTENTS
REFLECTAND SET GOALS 124
ASSESSING. DOCUMENTING. AND
COMMUNICATING STUDENT PROGRESS:
HOW DO I KNOW WHAT TO DO? 125
CLASSROOM ASSESSMENT: A DEVELOPMENTAL CONTINUUM 132
LINKING LESSON PLANNING TO ASSESSMENT AND EVALUATION 133
TAPPING INTO STUDENTS PRIOR KNOWLEDGE 134
HOW DO TEACHERS MEASURE STUDENT LEARNING? 135
WHAT SHOULD STUDENTS KNOW AND BE ABLE TO DO? 137
RUBRICS AND STANDARDS 138
ASSESSMENTS FOR DIVERSE LEARNERS 139
GROUP AND SELF-ASSESSMENTS 140
GRADE BOOKS AND OTHER RECORD-KEEPING STRATEGIES 142
PORTFOLIO ASSESSMENT 143
COMMUNICATING WITH STUDENTS 144
COMMUNICATING WITH PARENTS AND GUARDIANS 145
ACTIVITY 6.7
ACTIVITY 6.8
ACTIVITY 6.3
ACTIVITY 6.2
ACTIVITY 6.4
ACTIVITY 6.6
ACTIVITY 6.5
ACTIVITY 6.9
ACTIVITY 6.10
ACTIVITY 6.13
ACTIVITY 6.11
ACTIVITY 6.12
REFLECTAND SET GOALS 146
INSTRUCTIONAL STRATEGIES FOR DIVERSE
LEARNERS: HOW DO I TEACH TO VARIED STUDENT NEEDS? 147
INTERVIEWING STUDENTS 118 PROBLEMS TO POSSIBILITIES FOR MANAGEMENT 119
STOP AND THINK BEFORE DISCIPLINING 121
COMMUNICATING WITH PARENTS 122
WHEN TO SEEK ADDITIONAL HELP 123
ACTIVITY 5.10
ACTIVITY 5.7
ACTIVITY 5.8
ACTIVITY 5.9
ACTIVITY 5.11
WHAT S YOUR PLAN FOR LEARNING? 127
KEY QUESTIONS: 128
1. HOW DO EFFECTIVE TEACHERS ASSESSAND EVALUATE STUDENT PROGRESS? 128
2. HOW DO EFFECTIVE TEACHERS RECORD AND DOCUMENT STUDENT PROGRESS? 128
3. HOW DO EFFECTIVE TEACHERS COMMUNICATE PROGRESS TO STUDENTS AND
PARENTS? 128
PLAN TO DISCUSS PROFESSIONAL STANDARDS 128
CONNECT 129
CONNECTWITH PEOPLE 129
CONNECTWITH READINGS AND RESOURCES 129
CONNECTTECHNOLOGY TO TEACHING 129
ACT 130
ACTIVITY 6.1 STANDARDS: HOW ARE STUDENTS EVALUATED? 131
WHAT S YOUR PLAN FOR LEARNING? 149
KEY QUESTIONS: 150
1. HOW DO EFFECTIVE TEACHERS ENGAGE STUDENTS? 150
IMAGE 6
CONTENTS
2. HOW DO EFFECTIVE TEACHERS DIFFERENTIATE INSTRUCTION? 150
3. HOW DO EFFECTIVE TEACHERS MODIFY FOR STUDENTS WITH SPECIAL NEEDS? 150
4. HOW DO EFFECTIVE TEACHERS EMPOWER STUDENTS TO TAKE RESPONSIBILITY FOR
THEIR OWN LEARNING? 150
PLAN TO DISCUSS PROFESSIONAL STANDARDS 150
CONNECT 151
CONNECTWITH PEOPLE 151
CONNECTWITH READINGS AND RESOURCES 151
CONNECTTECHNOLOGY TO TEACHING 151
ACT 152
ACTIVITY 7.1 USING DIVERSITY TO ENHANCE INSTRUCTIONAL PRACTICE 153
ACTIVITY 7.2 TEACHING AND LEARNING STYLES 154
ACTIVITY 7.3 GIVING DIRECTIONS TO DIVERSE LEARNERS 156
ACTIVITY 7.4 USING BRAIN-BASED STRATEGIES 157
ACTIVITY 7.5 DIFFERENTIATING WHOLE-CLASS INSTRUCTION: LECTURES AND
PRESENTATIONS 158
ACTIVITY 7.6 FLEXIBLE AND COOPERATIVE LEARNING GROUPS 159
ACTIVITY 7.7 USING MULTIPLE INTELLIGENCES TO TEACH 160
ACTIVITY 7.8 USING BLOOM S TAXONOMY TO VARY QUESTIONING TECHNIQUES 161
ACTIVITY 7.9 STUDENTS WITH SPECIAL NEEDS 163
XV
ACTIVITY 7.10 STUDENTS WITH SPECIAL NEEDS: INDIVIDUAL EDUCATION PLANS
164
ACTIVITY 7.11 STUDENTS WITH SPECIAL NEEDS: MODIFYING LESSONS 165
ACTIVITY 7.12 GIVING STUDENTS CHOICES 166
ACTIVITY 7.13 ENRICHMENT AND HOMEWORK 167
ACTIVITY 7.14 USING TECHNOLOGY AND AUDIOVISUAL AIDS TO TEACH 168
ACTIVITY 7.15 SERVICE LEARNING: CONTRIBUTING TO THE COMMUNITY 169
REFLECTAND SET GOALS 170
EFFECTIVE PLANNING STRATEGIES TO
PROMOTE STUDENT LEARNING 171
WHAT S YOUR PLAN FOR LEARNING? 174 KEY QUESTIONS: 174
1. WH AT IS PLANNING? 174
2. WH AT ARE SOME EFFECTIVE MODELS FOR DAILY LESSON PLANNING? 174
PLAN TO DISCUSS PROFESSIONAL STANDARDS 174
CONNECT 175
CONNECTWITH PEOPLE 175
CONNECTWITH READINGS AND RESOURCES 175
CONNECTTECHNOLOGY TO TEACHING 175
IMAGE 7
XVI
ACT 176
CONTENTS
REFLECTAND SET GOALS 195
ACTIVITY 8.1
ACTIVITY 8.2
ACTIVITY 8.3
ACTIVITY 8.4
ACTIVITY 8.5
ACTIVITY 8.6
ACTIVITY 8.7
ACTIVITY 8.8
ACTIVITY 8.9
ACTIVITY 8.10
ACTIVITY 8.11
ACTIVITY 8.12
ACTIVITY 8.13
ACTIVITY 8.14
ACTIVITY 8.15
STANDARDS-BASED PLANNING 177
PLANNING WITH MY COOPERATING TEACHER 178
FIVE IMPORTANT PLANNING SKILLS 179
UNIT PLANNING 181
PLANNING EFFECTIVE LESSONS 182
PLANNING FOR STUDENT UNDERSTANDING 183
WRITING TEACHING OBJECTIVES 185
INEFFECTIVE LESSON PLANNING 186
TIME AND PLANNING 187
HOW TO COMPLETE A DAILY LESSON-PLAN FORM? 188
GENERAL GUIDE TO PLANNING 190
SAMPIE PRE-SCHOOL AND EARLY CHILDHOOD TEMPLATE 191
SAMPIE ELEMENTARY OR MIDDLE SCHOOL TEMPLATE 192
SAMPIE SECONDARY TEMPLATE 193
DESIGN A PLAN OF YOUR OWN 194
COMPLETINGTHE PRACTICUM,THE JOB
SEARCH, AND YOUR FIRST CLASSROOM EXPERIENCE 197
OESIGNINGA PORTFOLIO: WHERE 00 I BEGIN? 198
WHAT S YOUR PLAN FOR LEARNING? 201 KEY QUESTIONS: 201
1. WHAT SHOULD I INCLUDE IN MY INTERVIEW PORTFOLIO? 201
2. HOW SHOULD I ORGANIZE MY ARTIFACTS? 201
3. WH AT ARE SOME ALTERNATIVES TO A TRADITIONAL HARD-COPY PORTFOLIO? 201
PLAN TO DISCUSS PROFESSIONAL STANDARDS 201
CONNECT 202
CONNECTWITH PEOPLE 202
CONNECTWITH READINGS AND RESOURCES 202
CONNECTTECHNOLOGY TO TEACHING 202
ACT 203
ACTIVITY 9.1 STUDENT TEACHING PORTFO II 0 FINAL CHECKLIST 204
ACTIVITY 9.2 WRITING MY PHILOSOPHY STATEMENT 205
ACTIVITY 9.3 POSSIBLE ARTIFACTS: WH AT DID YOU COLLECT? 206
IMAGE 8
REFLECTAND SET GOALS 215
CMP-TEX 10
CONTENTS ACTIVITY 9.4
ACTIVITY 9.5
ACTIVITY 9.6
ACTIVITY 9.7
ACTIVITY 9.8
ACTIVITY 9.9
ACTIVITY 9.10
HOW WILL YOU SELECT? 207
REFLECTTO MAKE MEANING 208
TABLE OF CONTENTS AND PAGE LAYOUT 209
CREATING A MINI-PORTFOLIO BROCHURE 211
POWERPOINT PORTFOLIO 212
DIGITAL PORTFOLIOS 213
TIPS FOR CREATING AN E-PORTFOLIO 214
XVII
ACT 220
ACTIVITY 10.1 SELF-ASSESSMENT: WH AT HAVE I LEARNED? 221
ACTIVITY 10.2 REFLECTION SUMMARY OF JOURNALS 222
ACTIVITY 10.3 ADVICE TO FUTURE STUDENT TEACHERS 223
ACTIVITY 10.4 STUDENT SURVEY 224
ACTIVITY 10.5 SAMPIE THANK-YOU LETTERS AND GIFTS 225
ACTIVITY 10.6 UNIVERSITY REQUIREMENTS 226
ACTIVITY 10.7 COOPERATING TEACHER RECOMMENDATION FOR LICENSE 227
ACTIVITY 10.8 APPLICATION FOR STATE TEACHER LICENSE 228
REFLECTAND SET GOALS 229
COMPLETINGTHE PRACTICUM:
WHAT NEEDSTO BE DONE? 21 6
WHAT S YOUR PLAN FOR LEARNING? 217 KEY QUESTIONS: 218
1. HOW DO I REFLECT ON MY ENTIRE EXPERIENCE? 218
2. HOW WILL I ACKNOWLEDGE THE PEOPLE WHO HAVE SUPPORTED ME? 218
3. WHAT C10SING PAPERWORK CAN I EXPECT TO COMPLETE? 218
PLAN TO DISCUSS PROFESSIONAL STANDARDS 218
CONNECT 219
CONNECTWITH PEOPLE 219
CONNECT WITH READINGS AND RESOURCES 219
CONNECTTECHNOLOGY TO TEACHING 219
THE SEARCH FOR A TEACHING POSITION:
WHERE DO I BEGIN? 230
WHAT S YOUR PLAN FOR LEARNING? 232 KEY QUESTIONS: 232
1. WHERE DO I WANT TO TEACH? 232
2. WH AT IS THE APPLICATION PROCESS? 232
3. HOW DO I PREPARE FOR AN INTERVIEW? 232
4. HOW DO I ACCEPT A TEACHING POSITION? 232
PLAN TO DISCUSS PROFESSIONAL STANDARDS 232
IMAGE 9
XVIII
CONTENTS
REFLECT AND SETGOALS 247
YOUR FIRST CLASSROOM! 248
CONNECT 233 CONNECT WITH PEOPLE 233
CONNECT WITH READINGSAND RESOURCES 233
CONNECT TECHNOLOGYTO TEACHING 233
ACTIVITY 12.1 ASSESSINGMY NEEDS 253
ACTIVITY 12.2 MY CLASSROOMDESIGN 254
ACTIVITY 12.3 LETTERS TO STUDENTS AND PARENTS 255
ACTIVITY 12.4 REVISITINGYOUR SURVIVAL PACKET 256
ACTIVITY 12.5 BEGINNING THE SCHOOLYEAR SUCCESSFULLY 257
ACTIVITY 12.6 MEETING MY MENTOR 258
ACTIVITY 12.7 WHAT WILL THE SCHOOL EXPECTFROM ME? 259
ACTIVITY 12.8 CREATING MY PROFESSIONALDEVELOPMENTPLAN 260
ACTIVITY 12.9 BEING EVALUATEDAND REHIRED 261
ACTIVITY 12.10 WHAT IS PROFESSIONALDEVELOPMENT? 262
ACTIVITY 12.11 PROFESSIONAL ORGANIZATIONS 263
ACTIVITY 12.12 NEW TEACHERLEADERSHIP ROLES 266
ACTIVITY 12.13 WHEN MY TEACHING FAILS 267
ACTIVITY 12.14 TEACHINGAS A CAREER CHOICE 268
ACTIVITY 12.15 MAINTAINING MY PASSION 269
ACT 252
3. HOW WILL I CONTINUE TO LEARN? 250
4. HOW WILL I KNOW I AM EFFECTIVE? 250
PLANTO DISCUSSPROFESSIONALSTANDARDS 250
CONNECT 251
CONNECT WITH PEOPLE 251
CONNECT WITH READINGSAND RESOURCES 251
CONNECT TECHNOLOGYTO TEACHING 251
REFLECT AND SETGOALS 270
SELECTING A DISTRICT THAT S RIGHT FOR ME 235
TEACHINGPOSITIONS:WHERE TO FIND THEM 236
THE APPLICATION PROCESS 237
YOUR COVER LETTER 238
YOUR RESUME 239
FOLLOW-UP 240
PREPARINGFOR THE INTERVIEW 241
CLOSING AND FOLLOW UP TO THE INTERVIEW 244
PREPARINGAND TEACHING A DEMONSTRATION LESSON 245
PROFESSIONALETHICS AND SIGNING A CONTRACT 246
ACTIVITY 11.9
ACTIVITY 11.8
ACTIVITY 11.3
ACTIVITY 11.4
ACTIVITY 11.5
ACTIVITY 11.6
ACTIVITY 11.7
ACTIVITY 11.1
ACTIVITY 11.2
ACTIVITY 11.10
ACT 234
WHAT S YOUR PLANFOR LEARNING? 250
KEYQUESTIONS: 250
1. HOW WILL I ORGANIZE MY FIRST C1ASSROOM? 250
2. HOW WILL I INTEGRATE INTO THE SCHOOL CULTURE? 250
|
| any_adam_object | 1 |
| author | Radford, Carol Pelletier |
| author_facet | Radford, Carol Pelletier |
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| author_sort | Radford, Carol Pelletier |
| author_variant | c p r cp cpr |
| building | Verbundindex |
| bvnumber | BV040685304 |
| callnumber-first | L - Education |
| callnumber-label | LB2157 |
| callnumber-raw | LB2157.U5 |
| callnumber-search | LB2157.U5 |
| callnumber-sort | LB 42157 U5 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DN 2002 |
| ctrlnum | (OCoLC)828789676 (DE-599)BVBBV040685304 |
| dewey-full | 370.71 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.71 |
| dewey-search | 370.71 |
| dewey-sort | 3370.71 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 3. ed. |
| format | Book |
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| geographic_facet | USA |
| id | DE-604.BV040685304 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T00:31:39Z |
| institution | BVB |
| isbn | 9780137059485 0137059485 |
| language | English |
| lccn | 2011050594 |
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| physical | XVIII, 270 S. 28 cm |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Pearson |
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| spelling | Radford, Carol Pelletier Verfasser aut Strategies for successful student teaching a guide to student teaching, the job search, and your first classroom Carol Pelletier Radford 3. ed. Boston ; Munich [u.a.] Pearson 2013 XVIII, 270 S. 28 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references Student teaching United States Handbooks, manuals, etc Student teachers Training of United States Handbooks, manuals, etc Berufsanfänger (DE-588)4122073-0 gnd rswk-swf Ratgeber (DE-588)4048476-2 gnd rswk-swf Lehrer (DE-588)4035088-5 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Lehrer (DE-588)4035088-5 s Berufsanfänger (DE-588)4122073-0 s Ratgeber (DE-588)4048476-2 s DE-604 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025666157&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Radford, Carol Pelletier Strategies for successful student teaching a guide to student teaching, the job search, and your first classroom Student teaching United States Handbooks, manuals, etc Student teachers Training of United States Handbooks, manuals, etc Berufsanfänger (DE-588)4122073-0 gnd Ratgeber (DE-588)4048476-2 gnd Lehrer (DE-588)4035088-5 gnd |
| subject_GND | (DE-588)4122073-0 (DE-588)4048476-2 (DE-588)4035088-5 (DE-588)4078704-7 |
| title | Strategies for successful student teaching a guide to student teaching, the job search, and your first classroom |
| title_auth | Strategies for successful student teaching a guide to student teaching, the job search, and your first classroom |
| title_exact_search | Strategies for successful student teaching a guide to student teaching, the job search, and your first classroom |
| title_full | Strategies for successful student teaching a guide to student teaching, the job search, and your first classroom Carol Pelletier Radford |
| title_fullStr | Strategies for successful student teaching a guide to student teaching, the job search, and your first classroom Carol Pelletier Radford |
| title_full_unstemmed | Strategies for successful student teaching a guide to student teaching, the job search, and your first classroom Carol Pelletier Radford |
| title_short | Strategies for successful student teaching |
| title_sort | strategies for successful student teaching a guide to student teaching the job search and your first classroom |
| title_sub | a guide to student teaching, the job search, and your first classroom |
| topic | Student teaching United States Handbooks, manuals, etc Student teachers Training of United States Handbooks, manuals, etc Berufsanfänger (DE-588)4122073-0 gnd Ratgeber (DE-588)4048476-2 gnd Lehrer (DE-588)4035088-5 gnd |
| topic_facet | Student teaching United States Handbooks, manuals, etc Student teachers Training of United States Handbooks, manuals, etc Berufsanfänger Ratgeber Lehrer USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025666157&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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