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Strategies for Successful Student Teaching: A Comprehensive Guide

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Strategies for Successful Student Teaching: A Comprehensive Guide Cover

 

Synopses & Reviews

Publisher Comments:

This book features a hands-on approach with practical activities that build on theory taught in methods courses and can be used in the field with college supervisors to strengthen the link between theory and practice. The chapters move pre-service teachers through their practicum experiences sequentially, beginning with the question, “Why do you want to be a teacher?” then progressing to the creation of a portfolio, tips for the job search, and a checklist for setting up a first classroom.

From the first steps of student teaching to acquiring a first teaching position, the Second Edition of Strategies for Successful Student Teaching provides a comprehensive resource and guide for pre-service teachers beginning their student teaching or practicum experience.

Strategies for Successful Student Teaching can be used with A Handbook of Techniques and Strategies for Coaching Student Teachers, Second Edition, also written by Pelletier, for the teacher working with the student teacher at the school site or the university supervisor. Although each book is designed to stand alone, together these books create a powerful set of tools that will enhance a teacher education program, and provide a cohesive program that encourages communication, reflection, and practical activities.

New to this Edition:

  • “Discussing Professional Standards: Quality Conversations to Enhance Student Learning,” located at the beginning of every chapter, places Interstate New Teacher Assessment and Support Consortium (INTASC) standards into the context in which they will be implemented.
  • A PLAN section at the beginning of each chapter includes key areas to actively engage the reader and invite them to participate in creating a plan to read the chapter.
  • INTASC Portfolio preparation, consolidated into Chapter 10, makes it easier for students to find information about creating interview portfolios.
  • REFLECT feature at the end of each chapter, which revisits key questions in the chapter, has been updated to include Inquiry, Self-Reflection, and Critique.
  • Expanded information in Chapter 7 on special education and diverse learners, differentiated instruction, multiple intelligences, and brain-based learning processes.
  • Additional information on Standards and Outcomes of student learning throughout the book.
  • More secondary education examples have been included.
  • Revised numbering of the ACT Processes makes items easier to find.

Related title:

A Handbook of Techniques and Strategies for Coaching Student Teachers, 2/e

Carol Marra Pelletier

Order No. 0-205-30361-7

Synopsis:

From the first steps of student teaching to the first teaching position, the Second Edition of Strategies for Successful Student Teaching provides a comprehensive resource and guide for pre-service teachers beginning their student teaching or practicum experience.

This text moves pre-service teachers through their practicum experiences sequentially, beginning with the question, “Why do you want to be a teacher?” It then progresses to the creation of a portfolio, tips for the job search, and a checklist for setting up a first classroom. The book has a hands-on approach, featuring practical activities that build on theory taught in methods courses and can be used in the field with college supervisors to strengthen the link between theory and practice.

Table of Contents

Acknowledgements.

Preface.

I. PREPARING FOR THE PRACTICUM EXPERIENCE.

1. Teaching as a Professional Career Choice.

Preparing for Student Teaching: Am I Ready?

Discussing Professional Standards: Quality Conversations to Enhance Student Learning.

PLAN.

Introduction.

Advice from Former Student Teachers.

Key Questions.

Taking Care of Yourself.

Planning Your Week.

CONNECT: People/Readings & Resources/Technology.

ACT.

Process 1.1 Why Did I Choose Teaching? Documenting My Journey.

Process 1.2 How Ready Am I? Creating a Student Teacher Profile.

Process 1.3 Linking Theory and Practice: Using Prior Knowledge.

Process 1.4 My Goals and Expectations for the Practicum.

Process 1.5 What Do I Need to Know About Professional Standards?

Process 1.6 Interstate New Teacher Assessment and Support Consortium.

Process 1.7 Professional Ethics During Student Teaching.

Process 1.8 How Does the Law Relate to Me?

Process 1.9 What Do I Believe About Teaching and Learning?

Process 1.10 How Will I Be Evaluated?

Process 1.11 The Student Teaching Portfolio: Ten Tips.

Process 1.12 Transition from College Student to Student Teacher.

REFLECT.

Inquiry.

Self-Reflection.

Critique.
2. Getting Started at the School.

Where Do I Begin?

Discussing Professional Standards: Quality Conversations to Enhance Student Learning.

PLAN: Advice from Former Student Teachers.

Key Questions.

Taking Care of Yourself.

Planning Your Week.

CONNECT: People/Readings & Resources/Technology.

ACT.

Process 2.1 Creating a School Profile: What Is the School Culture?

Process 2.2 First Impressions: Meeting Your Cooperating Teacher.

Process 2.3 Other Important People: Who Is Watching You?

Process 2.4 Initial Three Way-Conference.

Process 2.5 Sample Letters of Introduction.

Process 2.6 Getting to Know the School: Creating a Survival Packet.

Process 2.7 Getting to Know the Students: Professional Boundaries.

Process 2.8 Getting to Know the Community: Gathering Information.

Process 2.9 Seven Observation Formats.

REFLECT.

Inquiry.

Self-Reflection.

Critique.
3. Supervision During Student Teaching.

How Do I Grow and Develop During This Experience?

Discussing Professional Standards: Quality Conversations to Enhance Student Learning.

PLAN: Advice from Former Student Teachers.

Key Questions.

Taking Care of Yourself.

Planning Your Week.

CONNECT: People/Readings & Resources/Technology.

ACT.

Process 3.1 Who's Who? Roles and Responsibilities.

Process 3.2 What Is Supervision?

Process 3.3 How Do I Like to Receive Feedback?

Process 3.4 Documented Evidence of Growth.

Process 3.5 Using a Performance Rubric to Measure Progress.

Process 3.6 Techniques and Strategies for Collecting Data.

Process 3.7 Being Observed and Receiving Feedback.

Process 3.8 Reflecting on Practice: The Inquiry Journal.

Process 3.9 Self-Evaluation: Completing Course Requirements.

Process 3.10 Self-Evaluation: Reviewing a Lesson Taught.

Process 3.11 Self-Evaluation: Audio.

Process 3.12 Self-Evaluation: Video.

Process 3.13 Lesson Critique from Cooperating Teacher.

Process 3.14 Goal Setting to Focus and Improve Practice.

Process 3.15 Creating Quality Conversations: Using Bubble Sheets.

Process 3.16 Problems to Possibilities: Collaborative Problem Solving.

Process 3.17 Sharing Ideas with Other Student Teachers.

Process 3.18 Connecting Your Cooperating Teacher to the College.

REFLECT.

Inquiry.

Self-Reflection.

Critique.

II. CLASSROOM PRACTICE DURING STUDENT TEACHING.

4. Classroom Management: Organizing Time and Space for Effective Teaching and Learning.

How Do I Create a Positive Learning Environment for ALL Students?

Discussing Professional Standards: Quality Conversations to Enhance Student Learning.

PLAN: Advice from Former Student Teachers.

Key Questions.

Taking Care of Yourself.

Planning Your Week.

CONNECT: People/Readings & Resources/Technology.

ACT.

Process 4.1 Who Are My Students? Creating a Classroom Profile.

Process 4.2 Organizing the Physical Space: What Works?

Process 4.3 Constructing a Sociogram.

Process 4.4 Establishing Routines and Why They Are Important.

Process 4.5 Rules, Rewards, Contracts, and Consequences.

Process 4.6 Gaining and Maintaining Student Attention.

Process 4.7 Creating a Community of Learners.

Process 4.8 Welcoming a New Student to the Class or Room.

Process 4.9 Routines Create Class Learning Time.

Process 4.10 Time Management Formats.

REFLECT.

Inquiry.

Self-Reflection.

Critique.
5. Behavior Management & Discipline Strategies.

How Do I Respond to Uncooperative Students?

Discussing Professional Standards: Quality Conversations to Enhance Student Learning.

PLAN: Advice from Former Student Teachers.

Key Questions.

Taking Care of Yourself.

Planning Your Week.

CONNECT: People/Readings & Resources/Technology.

ACT.

Process 5.1 School Policies for Disruptive Students.

Process 5.2 Common Classroom Misbehaviors.

Process 5.3 Things to Think About Before Disciplining a Student.

Process 5.4 Problems to Possibilities: A Process.

Process 5.5 Documentation: Collecting Data.

Process 5.6 When Is It Time to Seek Additional Support?

Process 5.7 How to Avoid Common Classroom Misbehaviors

REFLECT.

Inquiry.

Self-Reflection.

Critique.
6. Daily Lesson and Unit Planning.

How Does Planning Relate to Effective Teaching?

Discussing Professional Standards: Quality Conversations to Enhance Student Learning.

PLAN: Advice from Former Student Teachers.

Key Questions.

Taking Care of Yourself.

Planning Your Week.

CONNECT: People/Readings & Resources/Technology.

ACT.

Process 6.1 Creating Lesson Plans from Others' Ideas.

Process 6.2 Teachers and Planning: Five Planning Skills.

Process 6.3 Daily Lesson Plans: What Do I Need to Know?

Process 6.4 Planning for Student Understanding.

Process 6.5 Writing Objectives for Effective Teaching.

Process 6.6 Ineffective Planning: What Does Not Work?

Process 6.7 Time and Planning.

Process 6.8 General Guidelines for Unit Design.

Process 6.9 Sample Lesson Plan Formats.

Process 6.10 Create Your Own Daily Lesson Format.

Process 6.11 Sample Weekly Planning Guide.

REFLECT.

Inquiry.

Self-Reflection.

Critique.
7. Instructional Strategies for Diverse Learners.

How Do I Teach to Varied Student Needs in My Classroom?

Discussing Professional Standards: Quality Conversations to Enhance Student Learning.

PLAN: Advice from Former Student Teachers.

Key Questions.

Taking Care of Yourself.

Planning Your Week.

CONNECT: People/Readings & Resources/Technology.

ACT.

Process 7.1 Getting to Know My Students.

Process 7.2 Learning Styles: How Do I Know?

Process 7.3 Teaching Styles: Which Do I Prefer?

Process 7.4 Giving Directions to Diverse Learners.

Process 7.5 Whole Class Instruction: Lectures & Presentations.

Process 7.6 Flexible and Cooperative Learning Groups.

Process 7.7 Differentiated Instruction for ALL Learners.

Process 7.8 Multiple Intelligences.

Process 7.9 Bloom's Taxonomy: Using Questions to Teach.

Process 7.10 Brain-Based Learning: What Do I Need to Know?

Process 7.11 Standards-Based Teaching: The Big Picture.

Process 7.12 Students with Special Needs: Individual Plans.

Process 7.13 Students with Special Needs: Modifying Lessons.

Process 7.14 Students with Special Needs: Observing Behavior and Needs.

Process 7.15 Enrichment and Homework: Should You? Will They?

Process 7.16 Using Technology and Audiovisual Aides to Teach.

Process 7.17 Choices: Do Students Have Any?

Process 7.18 Service Learning: Contributing to the Community.

REFLECT.

Inquiry.

Self-Reflection.

Critique.
8. Assessing, Documenting, and Communicating Student Progress.

How Do I Know What to Do?

Discussing Professional Standards: Quality Conversations to Enhance Student Learning.

PLAN: Advice from Former Student Teachers.

Key Questions.

Taking Care of Yourself.

Planning Your Week.

CONNECT: People/Readings & Resources/Technology.

ACT.

Process 8.1 Standards: How Are My Students Evaluated?

Process 8.2 Classroom Assessment: What Should I Use?

Process 8.3 Linking My Lesson Plan to My Assessment Instrument.

Process 8.4 Tapping into Students' Prior Knowledge.

Process 8.5 How Do I Measure Student Learning: Product or Process?

Process 8.6 What Should Students Know and Be Able to Do?

Process 8.7 Creating a Rubric.

Process 8.8 Portfolio Assessment.

Process 8.9 Authentic Assessment.

Process 8.10 Record Keeping Strategies.

Process 8.11 Sample Grade Book.

Process 8.12 Group- and Self-Evaluation.

Process 8.13 Communicating with Students.

Process 8.14 Communicating with Parents & Guardians.

REFLECT.

Inquiry.

Self-Reflection.

Critique.

III. COMPLETING THE PRACTICUM EXPERIENCE.

9. Completing the Practicum.

What Needs to be Done?

Discussing Professional Standards: Quality Conversations to Enhance Student Learning.

PLAN: Advice from Former Student Teachers.

Key Questions.

Taking Care of Yourself.

Planning Your Week.

CONNECT: People/Readings & Resources/Technology.

ACT.

Process 9.1 How Have I Changed?

Process 9.2 Final Student Teaching Portfolio Checklist.

Process 9.3 Good-Bye and Thank-You!

Process 9.4 Final Evaluation: The Supervisor's Summative Report.

Process 9.5 Cooperating Teacher Recommendation for License.

Process 9.6 Application for State License.

Process 9.7 Final Self-Evaluation.

Process 9.8 Advice for Future Student Teachers.

Process 9.9 Preparing for Public Portfolio Sharing.

REFLECT.

Inquire.

Self-Reflection.

Critique.
10. Designing an Interview Portfolio.

Where Do I Begin?

Discussing Professional Standards: Quality Conversations to Enhance Student Learning.

PLAN: Advice from Former Student Teachers.

Key Questions.

Taking Care of Yourself.

Planning Your Week.

CONNECT: People/Readings & Resources/Technology.

ACT.

Process 10.1 Writing My Philosophy Statement.

Process 10.2 Collect, Select, Reflect!

Process 10.3 What to Include: A Sample Table of Contents.

Process 10.4 Designing an INTASC Portfolio.

Process 10.5 Sample Page Layouts.

Process 10.6 Creating a Mini Portfolio Brochure.

REFLECT.

Inquiry.

Self-Reflection.

Critique.
11. The Search for a Teaching Position.

Where Do I Begin?

Discussing Professional Standards: Quality Conversations to Enhance Student Learning.

PLAN: Advice from Former Student Teachers.

Key Questions.

Taking Care of Yourself.

Planning Your Week.

CONNECT: People/Readings & Resources/Technology.

ACT.

Process 11.1 Teaching Positions: Where to Find Them.

Process 11.2 The Application Process.

Process 11.3 The Interview.

Process 11.4 Teaching a Demonstration Lesson.

Process 11.5 Selecting the District That's Right for Me.

Process 11.6 Professional Ethics and Signing a Contract.

Process 11.7 Accepting My First Teaching Position.

REFLECT.

Inquiry.

Self-Reflection.

Critique.
12. Lifelong Learning for a Career in Teaching.

How Do I Stay Current and Excited About Teaching?

Discussing Professional Standards: Quality Conversations to Enhance Student Learning.

PLAN: Advice from Former Student Teachers.

Key Questions.

Taking Care of Yourself.

Planning Your Week.

CONNECT: People/Readings & Resources/Technology.

ACT.

Process 12.1 Resources for Professional Growth and Development.

Process 12.2 Expectations: What Can I Learn from Them?

Process 12.3 The Role of Mentor Teachers in My Development.

Process 12.4 Staying Connected to My Teacher Preparation Program.

Process 12.5 Creating a Professional Development Plan.

Process 12.6 Recertification: How Do I Apply?

Process 12.7 My Professional Goals and Aspirations.

REFLECT.

Inquiry.

Self-Reflection.

Critique.

Product Details

ISBN:
9780205396825
Subtitle:
A Comprehensive Guide
Author:
Pelletier, Carol Mar
Author:
Pelletier, Carol Marra
Author:
Radford, Carol Pelletier
Author:
Pelletier, Carol M.
Publisher:
Pearson
Location:
Boston
Subject:
United states
Subject:
Research
Subject:
Student teaching
Subject:
Student teachers
Subject:
Professional Development
Subject:
Student teaching -- United States.
Subject:
Student teachers -- Training of.
Subject:
Education-General
Copyright:
Edition Number:
2
Edition Description:
Trade paper
Series Volume:
no. 2
Publication Date:
July 2003
Binding:
Paperback
Grade Level:
College/higher education:
Language:
English
Illustrations:
Yes
Pages:
288
Dimensions:
10.6 x 8.2 x 0.7 in 671 gr

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Product details 288 pages Allyn & Bacon - English 9780205396825 Reviews:
"Synopsis" by , From the first steps of student teaching to the first teaching position, the Second Edition of Strategies for Successful Student Teaching provides a comprehensive resource and guide for pre-service teachers beginning their student teaching or practicum experience.

This text moves pre-service teachers through their practicum experiences sequentially, beginning with the question, “Why do you want to be a teacher?” It then progresses to the creation of a portfolio, tips for the job search, and a checklist for setting up a first classroom. The book has a hands-on approach, featuring practical activities that build on theory taught in methods courses and can be used in the field with college supervisors to strengthen the link between theory and practice.

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