Strategies for Successful Student Teaching: A Guide to Student Teaching, the Job Search, and Your First Classroom (3rd Revised edition)

Strategies for Successful Student Teaching: A Guide to Student Teaching, the Job Search, and Your First Classroom (3rd Revised edition)

By: Carol Pelletier Radford (author)Paperback

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Description

A one-of-a-kind guide for student teachers!

Strategies for Successful Student Teaching: A Guide to Student Teaching, the Job Search, and Your First Classroom is a must-have resource for all student teachers. Providing a step-by-step guide that deftly leads teacher candidates through the student teaching process from their last day as a student to their first day as a teacher, it combines classroom prep activities, teaching plans, and opportunities for reflection to ensure that every teacher gets the most out of the student teaching experience and comes away ready and eager to lead their students� journeys through education. With the help of this practical and activity-based guide, teacher candidates will successfully transition from students to educators, prepared with the skills and practice necessary to lead a classroom, manage student behavior, plan lessons and units, prepare for interviews, achieve professional positions, and continually learn.

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About Author

Carol Pelletier Radford is the Program Director for a Transition to Teaching federal grant, which is located in the Center for University, School and Community Partnerships at the University of Massachusetts-Dartmouth. She received her Ed.D. from Harvard University in 1996 where she focused her studies on teacher professional development and the role of the cooperating teacher in preparing pre-service teachers. In more than twenty years as a public school teacher, she has received numerous teacher leadership awards, among them the prestigious Christa McAuliffe Fellowship sponsored by the U.S. Department of Education. She is the author of four books: Techniques and Strategies for Coaching Student Teachers, Strategies for Successful Student Teaching, Touch the Future: TEACH!, and Mentoring in Action:A Month-by-Month Curriculum for Mentors and Their New Teachers. For the past thirteen years, she has worked as the Director of Practicum Experiences and Teacher Induction at Boston College. In her current position at the University of Massachusetts, she teaches graduate courses for district mentors and is actively engaged in preparing prospective math and science teachers for New Bedford and Fall River schools. Visiit carolpelletierradford.com to learn more.

Contents

Contents Preface: What's New in this Edition? A letter to you a future teacher - Becoming a Transformational Teacher Section 1 Beginning Your Journey Into Teaching Chapter 1 - Transition from college student to teacher Maintaining Your Balance:Guiding Principles for Becoming a Teacher PLAN, CONNECT, ACT, REFLECT and SET GOALS! PLAN - What's your PLAN for Learning? Key Questions for Chapter 1 1. What are my beliefs and experiences related to teaching and learning? 2. How do I know I am prepared to Teach? 3. How has the university prepared me? 4. What will be expected of me? Professional Standards CONNECT People/Readings & Resources/Technology ACT - Think about, talk about, write about, learn about teaching Activity 1.1 Beliefs: Why did I choose teaching? Activity 1.2 Beliefs: What do I believe about teaching and learning? Activity 1.3 Readiness: What do I bring to the experience? Activity 1.4 Readiness: Am I ready? Activity 1.5 Readiness: Advice from former student teachers Activity 1.6 Preparation: Linking theory to practice Activity 1.7 Preparation: Guidelines for teacher preparation Activity 1.8 Expectations: Professional Ethics During Student Teaching Activity 1.9 Expectations: How Does the Law Relate to Me? Activity 1.10 Expectations: Professionalism Activity 1.11 Expectations: Professional Boundaries with Students Activity 1.12 Success: Seven Steps to Success REFLECT and SET GOALS Chapter 2 - Learning About the Context of Teaching PLAN - What's Your PLAN for Learning? Key Questions for Chapter 2 1. What do I need to know about the school, the district, and the community to success in my practicum? 2. How will I introduce myself to the cooperating teacher, the students, and the parents? 3. How can I use observation and interview tools to capture teaching and learning experiences? Professional Standards CONNECT People / Readings & Resources / Technology ACT -Think about, talk about, write about, learn about teaching Activity 2.1 Learning: Learning About My School: Creating a Profile Activity 2.2 Learning: Getting to Know the Community and District Activity 2.3 Learning: First Impressions: Meeting the Cooperating Teacher Activity 2.4 Learning: Creating a Survival Packet Activity 2.5 Learning: Learning the Language of Schools Activity 2.6 Learning: Interviewing Students Activity 2.7 Introducing: Introducing Myself to the Students Activity 2.8 Introducing: Introducing Myself to the Parents Activity 2.9 Observing Tool: Teacher Observation: The Big Picture Activity 2.10 Observing Tool: Teacher Observation: Visible Learning Activity 2.11 Observing Tool: Teacher Observation: Class Structure Activity 2.12 Observing Tool: Teacher Observation: Lesson Plan Objectives Activity 2.13 Interviewing Tool: Teacher Interview: Rationale for the Lesson Activity 2.14 Observing Tool: Student Observation: Creating a Case Study Activity 2.15 Observing Tool: Student Observation: Whole Class Dynamics Activity 2.16 Observing Tool: Student Observation: Small Group Dynamics REFLECT and SET GOALS Chapter 3 - Learning to Teach PLAN - What's Your PLAN for Learning? Key Questions for Chapter 3 1. How will the triad support me? 2. How will supervision help me learn how to teach? 3. What is reflection and how will I use it to forward my teaching? 4. How will I document my learning using evidence? Professional Standards CONNECT People / Readings & Resources / Technology ACT- Think about, talk about, write about, learn about teaching Activity 3.1 Triad: My Expectations for Student Teaching Activity 3.2 Triad: Triad Roles and Responsibilities Activity 3.3 Triad: Sample Agenda for a Triad Meeting Activity 3.4 Supervision: Being Observed Activity 3.5 Supervision: Receiving Feedback Activity 3.6 Supervision: Written Feedback from Cooperating Teacher Activity 3.7 Supervision: Observable Behaviors Activity 3.8 Supervision: Micro Teaching and Co-Teaching Activity 3.9 Reflection: Self Assessment of Lesson Activity 3.10 Reflection: Bubble Reflection: Student Teacher Activity 3.11 Reflection: Bubble Reflection: Cooperating Teacher Activity 3.12 Reflection: Bubble Reflection: University Supervisor Activity 3.13 Reflection: Reflective Journal Guidelines Activity 3.14 Reflection: Problems to Possibilities Activity 3.15 Documentation: Audio Activity 3.16 Documentation: Video Activity 3.17 Documentation: Participatory Action Research Activity 3.18 Documentation: Teaching Portfolio Activity 3.19 Evaluation: Standards for Success Activity 3.20 Evaluation: Rubrics for Demonstrating Teaching REFLECT and SET GOALS Section 2 - Demonstrating Your Teaching Skills - Becoming a Highly Qualified Teacher Chapter 4 - Classroom Management: Creating a Positive Learning Environment PLAN - What's Your PLAN for Learning? Key Questions for Chapter 4 1. What are the attitudes, dispositions and beliefs of caring teachers? 2. How do effective teachers manage their classrooms using space, routines, rewards, and time management? 3. How do I create an environment that promotes leaning and positive social interaction for all students? Professional Standards CONNECT People / Readings & Resources / Technology ACT - Think about, talk about, write about, learn about teaching Activity 4.1 Disposition: Respect for All Students Activity 4.2 Disposition: Classrooms for Social Justice Activity 4.3 Disposition: Culturally Sensitive Teachers Activity 4.4 Space: What does the classroom look like? Activity 4.5 Space: Visible Learning Activity 4.6 Space: How Space Impacts Learners Activity 4.7 Routines: What are routines? Activity 4.8 Routines: Routines and Learning Time Activity 4.9 Rewards: Why use rewards? Activity 4.10 Time: Time Management Works Activity 4.11 Students: Creating a Community of Learners Activity 4.12 Students: Using a Sociogram Activity 4.13 Students: Contracts and Agreements Activity 4.14 Students: Welcoming a New Student Activity 4.15 Students: Students as Leaders REFLECT and SET GOALS Chapter 5 - Classroom Management: How Do Effective Teachers Promote Appropriate Behavior? PLAN - What's your PLAN for Learning? Key Questions for Chapter 5 1. How do behavior management theories, research, and writing inform practice? 2. How do effective teachers promote positive behavior? 3. How do effective teachers get help for students in need? 4. How can teacher research resolve classroom management challenges? Professional Standards CONNECT People / Readings & Resources / Technology ACT - Think about, talk about, write about, learn about teaching Activity 5.1 Inform: Research that Matters Activity 5.2 Inform: Policies and Procedures at Your School Activity 5.3 Prevent: Avoiding Common Classroom Problems Activity 5.4 Prevent: Identifying Challenges for Teachers Activity 5.5 Research: Classroom Misbehaviors Observation Process Activity 5.6 Research: Collecting Data on Student Behaviors Activity 5.7 Research: Interviewing Students Activity 5.8 Research: Problems to Possibilities for Management Activity 5.9 Needs: Stop and Think Before Disciplining Activity 5.10 Needs: Communicating With Parents Activity 5.11 Needs: When to Go for Additional Help REFLECT and SET GOALS Chapter 6 - Assessing, Documenting, and Communicating Student Progress PLAN - What's Your PLAN for Learning? Key Questions for Chapter 6 1. How do effective teachers assess and evaluate Student progress? 2. How do effective teachers record and document student progress? 3. How do effective teachers communicate progress to students and parents? Professional Standards CONNECT People / Readings & Resources / Technology ACT- Think about, talk about, write about, learn about teaching Activity 6.1 Assess: Standards- How Are Students Evaluated? Activity 6.2 Assess: Classroom Assessment- A Developmental Continuum Activity 6.3 Assess: Linking Lesson Planning and Assessment Activity 6.4 Assess: Tapping to Prior Knowledge Activity 6.5 Assess: How Do Teachers Measure Student Learning? Activity 6.6 Assess: What should all students know and be able to do? Activity 6.7 Assess: Rubrics and Standards Activity 6.8 Assess: Assessments for Diverse Learners Activity 6.9 Assess: Self Assessments Activity 6.10 Record: Grade Books and Other Systems Activity 6.11 Record: Student Portfolios Activity 6.12 Communicate: Strategies for Student Communication Activity 6.13 Communicate: Parents and Guardians REFLECT and SET GOALS Chapter 7 - Instructional Strategies for Diverse Learners Discussing Professional Standards Quality Conversations to Enhance Student Learning PLAN - What's your PLAN for Learning? Key Questions for Chapter 7 1. How do effective teachers engage students from diverse populations? 2. How do effective teachers differentiate my instruction? 3. How do effective teachers modify for special needs students? 4. How do effective teachers empower my students to take responsibility for their learning? Professional Standards CONNECT People / Readings & Resources / Technology ACT- Think about, talk about, write about, learn about teaching Activity 7.1 Engage: Learning about Diverse Learners Activity 7.2 Engage: Teaching and Learning Styles Activity 7.3 Engage: Giving Directions Activity 7.4 Engage: Using Brain Based Strategies Activity 7.5 Differentiate: Differentiating Whole Class Instruction Activity 7.6 Differentiate: Flexible and Cooperative Groups Activity 7.7 Differentiate: Using Multiple Intelligences to Teach Activity 7.8 Differentiate: Using Bloom's Taxonomy to Vary Questions Activity 7.9 Modify: Observation and Research Activity 7.10 Modify: Individual Education Plans Activity 7.11 Modify: Modifying Lessons of Gifted, ELL, and Special Needs Activity 7.12 Empower: Giving Students Choices Activity 7.13 Empower: Enrichment and Homework Activity 7.14 Empower: Innovative Technology Activity 7.15: Empower: Service Learning REFLECT and SET GOALS Chapter 8-How Does Planning Relate to Effective Teaching? PLAN - What's your PLAN for Learning? Key Questions for Chapter 8 1. What is planning? 2. What are some effective models for daily lesson planning? Professional Standards CONNECT People / Readings & Resources / Technology ACT - Think about, talk about, write about, learn about teaching Activity 8.1 Plan: Standards Based Planning Activity 8.2 Plan: Planning with My Cooperating Teacher Activity 8.3 Plan: Five Planning Skills Activity 8.4 Plan: Unit Planning Activity 8.5 Plan: Planning Effective Lessons Activity 8.6 Plan: Planning for Understanding Activity 8.7 Plan: Writing Teaching Objectives Activity 8.8 Plan: Ineffective Planning Activity 8.9 Plan: Time and Planning Activity 8.10 Lessons: How To Complete A Daily Lesson Plan Activity 8.11 Lessons: A General Guide to Planning Activity 8.12 Lessons: Early Childhood Format Activity 8.13 Lessons: Elementary or Middle School Format Activity 8.14 Lessons: Secondary Formant Activity 8.15 Lessons: Design a Plan of Your Own REFLECT and SET GOALS Section 3 - Completing The Practicum and Looking Ahead to Your First Classroom! Chapter 9 - Designing a Portfolio PLAN- What's Your PLAN for Learning? Key Questions for Chapter 9 1. What should I include in my portfolio? 2. How should I organize my artifacts? 3. What are some alternatives to a traditional hard copyportfolio? CONNECT People / Readings & Resources / Technology ACT - Think about, talk about, write about, learn about teaching Activity 9.1 Artifacts: Student Teaching Portfolio Final Checklist Activity 9.2 Artifacts: Philosophy Statement Activity 9.3 Artifacts: Possible Artifacts: What did you COLLECT? Activity 9.4 Organization: How will you SELECT? Activity 9.5 Organization: REFLECT to Making Meaning Activity 9.6 Organization: Table of Contents and Sample Layout Activity 9.7 Alternatives: Creating a Mini-Portfolio Activity 9.8 Alternatives: Power Point Portfolio Activity 9.9 Alternatives: Digital Portfolios Activity 9.10 Alternatives: Tips for Creating an e-Portfolio REFLECT and SET GOALS Chapter 10 - Completing the Practicum Experience PLAN- What's Your PLAN for Learning? Key Questions for Chapter 10 1. How do I reflect on the entire experience? 2. How will I acknowledge the people who have supported me? What closing paperwork can I expect to complete? CONNECT People / Readings & Resources / Technology ACT - Think about, talk about, write about, learn about teaching Activity 10.1 Closure: Self-Assessment: What Have I Learned? Activity 10.2 Closure: Reflection Summary of Journals Activity 10.3 Closure: Advice to Future Student Teachers Activity 10.4 Acknowledgement: Student Survey Activity 10.5 Acknowledgement: Sample Thank You Letters and Gifts Activity 10.6 Paperwork: University Requirements Activity 10.7 Paperwork: Cooperating Teacher Recommendation Activity 10.8 Paperwork: Application for State License REFLECT and SET GOALS Chapter 11 - The Search for a Teaching Position PLAN - What's Your PLAN for Learning? Key Questions for Chapter 11 1. Where do I want to teach? 2. What is the application process? 3. How do I prepare for an interview? 4. How do I accept a teaching position? CONNECT People / Readings & Resources / Technology ACT - Think about, talk about, write about, learn about teaching Activity 11.1 Where? Selecting a District that is Right For Me Activity 11.2 Where? Teaching Positions: Where to Find Them Activity 11.3 Application: The Application Process Activity 11.4 Application: Your Cover Letter Activity 11.5 Application: Your Resume Activity 11.6 Application: Follow Up Activity 11.7 Interview: Preparing for the Interview Activity 11.8 Interview: Follow Up Activity 11.9 Interview: Teaching a Demonstration Lesson Activity 11.10 Contract: Signing a Contract REFLECT and SET GOALS Chapter 12 - Your First Classroom! PLAN - What's Your PLAN for Learning? Key Questions for Chapter 12 1. How will I organize my first classroom? 2. How will I integrate into the school culture? 3. How will I continue to learn? 4. How do I know I am effective? CONNECT People / Readings & Resources / Technology ACT- Think about, talk about, write about, learn about teaching Activity 12.1 Organize: Assessing My Needs Activity 12.2 Organize: My Classroom Design Activity 12.3 Organize: Letters to Students and Parents Activity 12.4 Organize: Revisiting Your Survival Packet Activity 12.5 Organize: Beginning the School Year Successfully Activity 12.6 Integrate: Meeting My Mentor Activity 12.7 Integrate: What Will the School Expect From Me? Activity 12.8 Learn: My Professional Development Plan Activity 12.9 Learn: Being Evaluated and Re-Hired Activity 12.10 Learn: What is Professional Development? Activity 12.11 Learn: Professional Organizations Activity 12.12 Reflect: When My Teaching Fails Activity 12.13 Reflect: Teaching as a Career Choice Activity 12.14 Reflect: Maintaining My Passion REFLECT and SET GOALS

Product Details

  • publication date: 01/02/2012
  • ISBN13: 9780137059485
  • Format: Paperback
  • Number Of Pages: 288
  • ID: 9780137059485
  • weight: 653
  • ISBN10: 0137059485
  • edition: 3rd Revised edition

Delivery Information

  • Saver Delivery: Yes
  • 1st Class Delivery: Yes
  • Courier Delivery: Yes
  • Store Delivery: Yes

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