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59 Cards in this Set
- Front
- Back
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What are the 8 reasons teachers decide to teach?
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1) Desire to work with young people.
2) Value of education to society. 3) Interest in subject matter. 4) Influence of teachers 5) Long summer vacation. 6) Influence of family 7) Job security 8) Opportunity for a lifetime of self-growth. |
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What are the 3 traditional paths?
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1) Bachelor's degree
2) Fifth-Year Program 3) Master of Arts in Teaching |
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– a four year undergraduate teacher preparation program that consists of a combination of general education courses, education major courses, and field experiences.
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- Bachelor's Degree
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– A program where teacher candidates complete a major other than education and stay for a fifth year for more education coursework plus student teaching. Some of these programs include a master of arts in teaching degree rather than an extended bachelor’s degree.
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- Fifth-Year Program
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– People who have a bachelor’s degree in an area other than teacher education may pursue teacher preparation through a master of arts in teaching (MAT) degree.
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- Master of Arts in Teaching
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What is the alternative path for preparation to teach?
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- The Teach for America (TFA)
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) – TFA’s goal is to increase the number of teachers willing to tackle the challenges of classrooms in low-income areas. TFA recruits individuals who are college seniors or recent graduates who agree to teach in high-needs rural or urban schools for at least 2 years in exchange for salary plus reduction or elimination of college debt.
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- Teach for America
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What is teacher professionalism?
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– a way of being involving attitudes and actions that convey resect, uphold high standards, and demonstrate commitment to those served.
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o Provides an essential service that no other group can provide.
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- teacher professionalism
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o Requires unique knowledge and skills acquired through extensive initial and ongoing study/training
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- teacher professionalism
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o Involves intellectual work in the performance of duties.
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- teacher professionalism
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o Individual practitioners are committed to service and continual competence.
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- teacher professionalism
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o Identified performance standards guide practice.
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- teacher professionalism
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o Self-governance in admitting, policing, and excluding members.
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- teacher professionalism
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o Allows for a considerable amount of autonomy and decision-making authority.
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- teacher professionalism
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o Members accept individual responsibility for actions and decisions.
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- teacher professionalism
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o Enjoys prestige, public trust.
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- teacher professionalism
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o Granted higher-than-average financial rewards.
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- teacher professionalism
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o Teachers commit to making students their first priority.
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- teacher professionalism
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o Teachers commit to quality in their relationships and interactions with students, colleagues, administrators, and families.
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- teacher professionalism
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o Teachers commit to continual growth.
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- teacher professionalism
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• Professional Associations?
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o National Education Association (NEA)
o American Federation of Teachers (AFT) o Interstate New Teacher Assessment and Support Consortium (INTASC) |
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• Patricia Phelp’s required commitments for teacher professionalism:
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o Commitment to make students our first priority
o Commitment to Quality o Commitment to Continual Growth |
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refers both to teaching meaningful content and to having high expectations for student learning?
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- academic rigor
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means that our teaching addresses students’ physical, cognitive, social, emotional, and character development?
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- developmental appropriateness
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– are composed of our attitudes, values, and beliefs?
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- dispositions
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What is school culture?
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o It is the context of earning experiences and the prevailing atmosphere of the school
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• What is the purpose of public schools?
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1) Transmitting society
2) Reconstructing society 3) Participation in Society 4) Academic learning 5) Individual needs 6) Collective needs 7) Sustaining for today 8) Preparing for tomorrow |
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- Promoting the concepts that preserve our democratic way of life and discouraging concepts that oppose it?
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- transmitting society
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- Challenging knowledge and values with an eye toward improvement?
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- reconstructing society
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- Involves socialization plus teaching survival skills?
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- participation in society
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- Facilitating learning by imparting a body of knowledge that is, by and large, “society free?"
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- academic learning
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- Meeting individual needs serves the collective good?
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- individual needs
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- Ensures strong, free communities by teaching knowledge and values, such as honesty, hard work, civility, respect, compassion, and patriotism?
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- collective needs
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- All students deserve a warm, caring, nurturing environment where they have opportunities to learn and grow?
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- sustaining for today
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- is best served by meaningful education today. It is a building process.
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- preparing for tomorrow
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- approach to early childhood education, with mixed-age grouping and self-pacing, is growing in popularity and has the reputation of being high quality when faithfully implemented.
- Teachers in a Montessori setting are primarily guides, with children acting independently to choose learning activities? |
- the Montessori approach
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- It is widely used in preschool through early elementary settings.
- It is built on consistency and few transitions during the day as children construct meaning for themselves in problem-solving situations within the learning centers. |
- the High/Scope approach
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- approach to early childhood education for ages 3 months to 6 years is based on relationships among children, families, and teachers.
- Close long-term relationships are built because the teachers in each classroom stay with the same children for up to 3 years. |
- the Reggio Emilia approach
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• Structure and Organization of Middle School Education?
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o Departmentalization
o Interdisciplinary Teaming o Exploratory or Related Arts o Block Schedule |
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- Teachers may teach individual subjects with little or no collaboration?
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- departmentalization
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- Preferred organizational structure that creates student-teacher teams. Each student is “shared” by a team of core subject teachers?
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- interdisciplinary teaming
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- May include art, music, physical education, industrial arts, languages, drama, and computer education, among others?
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- exploratory or related arts
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- Longer periods of time are designated for each subject?
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- block schedule
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• Structure and Organization of High School Education?
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o Departmentalization
o Traditional Schedule o Block Schedule |
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• What are the 7 Correlates of an Effective School
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1) Clear and focused mission
2) High expectations for success 3) Instructional leadership 4) Frequent monitoring of student progress 5) Opportunity to learn and student time on task 6) Safe and orderly environment 7) Positive home-school relations |
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- Agreeably sharing the same space but not communicating?
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- parallel play
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- When children begin to share toys and verbally communicate?
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- associative play
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- Children actively coordinate ways to keep the interaction going?
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- cooperative play
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o Relating to others and thinking about them (and ourselves) ?
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- social cognition
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- Occurs when perceived gender differences are assumed for all people?
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- gender stereotyping
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- The favoring of one gender over the other in specific circumstances?
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- gender bias
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equity is what our goal as teachers should be.
- The fair and balanced treatment of both females and males. |
- gender equity
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• What are the goals of multicultural education?
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1) The creation of equal opportunities for all students.
2) The development of knowledge, attitudes, and skills needed to function successfully in a diverse society. 3) The promotion of communication and interaction among groups that work for the common good. |
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• What are the types of services for addressing ELL (English Language Learner)?
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1) Bilingual education
2) ESL (English as a Second Language) 3) SEI (Structured English Immersion) |
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- The delivery of instruction in two languages?
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- bilingual education
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- Students receive individualized assistance once or twice a week for about an hour each session?
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- ESL (English as a Second Language)
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- This approach includes significant amounts of the school day dedicated to the explicit teaching of the English language, with other content supporting instruction, but not the primary focus?
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- SEI ( Structured English Immersion)
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• Characteristics of low SES students:
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a) They may enter first grade having been read to about 25 hours, compared to 1,000 hours in middle-class homes.
b) They may have been exposed to 30 million fewer words by the age of 4 than children from high-SES settings. c) They may be disorganized, lose assignments, not do homework, and may have many excuses. d) They perform poorly on class and standardized tests. e) They may dislike authority, talk back to adults, not monitor their own behavior, and not use middle-class courtesies. f) They may be physically aggressive. g) They very often attend schools with inadequate facilities and less effective teachers. |
