Concise and focused on practical strategies, this engaging, lighthearted guide provides teacher candidates a road map for negotiating the complex and diverse terrain of pre-K through 12 schools, while providing opportunities to develop the skills of reflection that are crucial to becoming a successful practitioner. The
Second Edition provides practical, research-based, field-tested strategies that student teachers can immediately apply as they encounter school concerns, solve classroom challenges, negotiate social conflicts, and, new to this edition, navigate the job search and interview process. Concluding chapters challenge readers to view student teaching as a process and to use reflection as a tool for professional growth. Thoroughly updated throughout, the Second Edition includes expanded coverage of workplace professionalism, an introduction to accreditation and the Common Core standards, and more.
Tabella dei contenuti
Preface
Acknowledgments
Part I. People
Chapter 1. Welcome to Student Teaching: The Open House
Chapter 2. Meeting Your Cooperating Teacher: The Teacher Conference
Part II. Politics
Chapter 3. Understanding Your Cooperating Teacher: The Rules
Chapter 4. Managing the Workload: The Late Bell
Chapter 5. Classroom Management During Student Teaching: The Principal′s Office
Part III. Planning
Chapter 6. Strategies for Effective Teaching: The Planning Period
Chapter 7. Preparation and Performance: The Lesson Plan
Part IV. Performance
Chapter 8. Developing Confidence in Your Teaching Ability: The Evaluation
Chapter 9. The Last STEP: Student Teacher Exit Plan
Glossary
Appendix A. Twenty Ways to Say No (or Not Right Now)
Appendix B. Sample Pacing Guides
Appendix C. Sample Lesson Plan Templates
Appendix D. Sample Résumé
References and Further Readings
Index
About the Authors
Circa l’autore
Yolanda L. Dunston has 21 years of experience in pre-K–12 and higher education. She earned a BA, in Elementary Education, a MEd in Special Education—Literacy Studies, and a Ph D in Literacy all from the University of North Carolina at Chapel Hill. She is a tenured Associate Professor at North Carolina Central University in the Department of Curriculum Instruction in the School of Education. Her focus is on effective teaching for both preservice and practicing teachers, particularly in the area of literacy. She has been a teacher at the preschool and elementary level, a private consultant for struggling middle and high school students, and an adjunct instructor at UNC–Chapel Hill teaching undergraduate emergent and early literacy courses. Yolanda is a contributing author for the text Aftermath of Hurricane Katrina: Educating Traumatized Children Pre-K through College. She currently coordinates the Elementary Education program, teaches undergraduate and graduate methods courses in literacy, facilitates the student teaching seminar, and supervises student teachers in the field.
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