Chapter 6

 Channel Setting Instructions for ResponseCard RF

1. Press and release the "GO" button.
2. While the light is flashing red and green, enter the 2
digit channel code (ie. channel 1 = 01, channel 21 = 21).
Channel is 41
3. After the second digit is entered, Press and release the
"GO" button.
4. Press and release the "1/A" button. The light should
flash yellow to confirm.
1. Made
2. Born
 A well developed educational philosophy

 Unpacking your deeply held assumptions

about: what is education, the nature of the
learner, what subjects are most important,
the role of schools in society
 Knowledge of the organization and
presentation of subject matter in a way that
makes it understandable to and applicable by
others
 Teachers are able to “psychologize” the
subject matter for students. (Dewey)
 Scaffolding from the known to the unknown
(Vygotsky)
 Educational psychology studies how students
develop physically, socially, and cognitively
 Our conceptions of ourselves and of others
develop in a unique way as we interact with
our world…who we think we are, who we
think others are, and what we think is the
purpose of being here
 Greece:

 Socrates
 Plato
 Aristotle
 The Sophists
 Rome
 Quintillian

 Europe
 Erasmus
 Comenius
 Montessori
 Elizabeth Palmer Peabody
 Mary McCleod Bethune
 Leonard Covello
 Louise Hikel Butterfield
 Jonathan Kozol
 P’ikea Miyamoto
 Donna Graham Harris
 Parker Palmer
 Methodology
 Discipline
 Pedagogy
 No Child Left Behind Act defines a “highly
qualified teacher” as: holds at least a
bachelor’s degree, full state licensure, subject
area competence, has passed rigorous state
tests in the subject(s) s/he is teaching
 Culturally responsive teachers: 1. believe all
students can achieve and succeed, 2. build a
community of learners, 3. build connections
to families and the community, 4.are
continual learners, 5. vary instructional
methods, 6.know their students, 7. are
introspective and reflective
 Pedagogical skill to implement teaching
strategies…and pedagogical content
knowledge
 Reflective skills to analyze and act of teacher-
generated data
 Communication and collaboration skills to
build relationships
 Management skills to arrange successful
learning environments
 Technological skills
 Star teachers tend to be nonjudgmental, are
not moralistic, not easily shocked, truly
listen, recognize their own weaknesses, don’t
see themselves as “saviors”, network, see
themselves as “winning”, enjoy their
interactions with kids, see their primary
impact as raising kids self esteem and
helping them be more humane, derive
satisfaction of lots of needs teaching
kids…but not power needs
 Theoretical Framework
 Methodology supported by research
 Lifelong learners
 Social Institutions
 Certification and Accreditation
1. Knowledge that
s/he is teaching the
students
2. Skills in teaching
the subject to the
students
3. Positive
dispositions,
values, attitudes
 Structure and Clarity
 Motivation
 High Expectations
 Questioning
 Authoritarian – characterized by:

 Teacher-Centered
 Traditional Structures
 Rules-Based
 Transmission of Knowledge
 Centrality of Teacher Knowledge
 Constructivist, characterized by:

 Student-Centered
 Democratic, egalitarian ideals
 Student experience of learning
 Teacher as Learner who Models
 Constructivism…Alfie Kohn
 We punish and reward too much. Student
learning should be motivation in its own
right.

 Behaviorism…Assertive Discipline….Lee and

Marlene Canter. Use of rewards and
punishments.
1. Authoritarian
2. Constructivist
3. Somewhere in the
middle

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Authoritarian Constructivist Somewhere in the ...

 This concept is dynamically intertwined with
styles of teaching. It has to do with
curriculum (more on that later), but also how
a teacher thinks about using time available.

 Allocated Time
 Engaged Time
 Academic Learning Time
 A direct function of teaching style

 Group alerting
 “withitness”
 Overlapping
 Least intervention
 fragmentation
 What is the set of actions, responses,
communications that define activity in the
classroom?

 1. Structure
 2. Question
 3. Response
 4. React
 Objectives
 Review
 Motivation
 Transition
 Clarification
 Scaffolding
 Examples
 Directions
 Enthusiasm
 Closure
 Learning to Question well is part art, and part
skill:

 Lower order questions – factual, naming, etc.

 Higher-order questions – evaluate, analyze,
compare, solve a problem….
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
 Committed to students and their learning
 Know their subject matter and subject matter
pedagogy
 Responsible for managing and monitoring
student learning
 Teachers think systematically about their
practice and learn from experience
 Teachers are members of learning
communities
 1. Survival
 2. Consolidation
 3. Renewal
 4. Maturity
 Connecting students to the outside world
requires that teachers know their students’
community
 Eating in the community, living in the
community, reading local community papers,
talking with community members, going to
meetings of the community
1. Content knowledge
2. Pedagogical skills
3. Reflective skills
4. Communication
skills
5. Management skills
6. Positive attitude 0% 0% 0% 0% 0% 0%
and dispositions

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 Open-minded
 Wholehearted
 Responsible
 An ethic of caring relationships
 Learning communities
1. Pedagogical skill
2. An ethic of caring
3. An educational
philosophy 0%

4. Reflective practice
5. Pedagogical content
knowledge

Pedagogica... An ethic o... An educati...