CHAPTER 2 Teaching Stories Collin College EDUC 1301

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CHAPTER 2
Teaching Stories
Collin College
EDUC 1301
Dr. Nita Thomason
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Female: 70 %
Caucasian: 87%
Married: 73%
Under age 30: 10%
Ages 30-39: 21%
Ages 40-49: 27%
Ages 50 and over: 42%
Master’s degree or
higher: 60%
.
 Teacher
workforce doesn’t match the
growing diversity of the student body;
 More
men are teaching than were 5 years
ago;
 More
teachers have at least a Masters
degree today than they did 5 years ago.
 Beliefs
about what is right and wrong,
good and bad
 Dominant ideas, stories and myths,
artistic works
 Social habits and organizations
 Language and the ways people use it in
relationship to one another
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reserved.
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 Intellectual
Purposes - “brainwork” and the
development of reason
 Political and Civic Purposes - training
responsible, informed citizens
 Economic Purposes - preparing future
workers
 Social Purposes - “adapt the child to the
social milieu”
Can you provide examples of these purposes?
Copyright by Houghton Mifflin Company. All rights
reserved.
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 Developmental
Assets for Adolescents |
Search Institute
©2010 Cengage Learning.
All Rights Reserved.
 Social
norms (or “culture”) of your
classroom and school taught through:
• Your interactions with students
• Communication of expectations regarding
student achievement & demeanor
• Your passion for teaching & learning
-Term coined by sociologist Phillip Jackson in 1968
What do you think are the
characteristics of schools deemed to
be “effective?
 Class
brain-storming session
 Vote on Top Ideas
 Compare to Research Findings
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reserved.
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 Who
we are influences what we do
• A teacher who’s a musician might use music in
his lessons in ways you cannot, no matter how
much you wish you could;
• A teacher who loves sports may use local ball
games to make a point in class.
 Colleagues
 Mentors
(inc. your college professors)
 Administrators
 Students
 Parents
 Other community members
 Listen
 Reflect: Write
down what you learn about
your school, community in teaching diary
• Expectations
• Culture
• Ways to connect
 Join
mentoring program
 Goal: Acclimate
and help you become a
reflective teacher who responds to
students’ diverse cultural, social,
linguistic backgrounds
 Program
generally offers:
• Mentor (trained master teacher)
• Weekly participant sharing meetings
 Globalization
affects students & teachers
• Changing interests, access to information
• Teachers must constantly adapt, ask “what will
work best for these students today?”
 “Learning
community”: Classroom(s)
or school organized to promote active
learning, collaboration between teacher
& students, sense that everyone is a
learner
 Lifelong
improvement of skills,
knowledge
•
•
•
•
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$
Advanced formal courses
“In-service” experiences
Personal reading, reflection, & analysis
Conferences
Membership in professional organization
Informal experiences (museums)
incentives for annual continuing
education offered in many districts
 American
Federation of Teachers
 National Education Association
 National Assoc. for Ed. of Young Children
 eduScapes
 National Council for the Social Studies
 National Council of Teachers of English
 National Science Teachers Association
 National Council of Teachers of
Mathematics
 In
addition to our earlier thoughts:
• Self-reflection
• Good analytical skills
• Desire to be a lifelong learner
• Hard work and preparation
• Centered presence in classroom
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