What other educators say about this book:
“As a teacher-educator who has spent a career working with beginning teachers at the undergraduate and graduate levels of certification, and as one of the directors of Regional Training Centers in New Jersey for persons entering the teaching profession as they transition from other careers
. . . I view this book as a vital resource to the teachers
themselves – from neophytes to seasoned professionals – who are committed to their success.”
Dr. Tony Evangelisto, Prof. Emeritus, College of New Jersey. |
If as a teacher you are facing
a class in your first year of teaching or for another important
reason such as:
...learning to teach as an undergraduate
...choosing teaching as a second career
...having missed the benefit of conventional teacher education
...finding the reality of teaching less rewarding than you hoped
...the world of teaching is spinning far too rapidly for you to hang
on
...wishing to improve your teaching skills
...mentoring beginning teachers and seeking means to help them
...maintaining a top-notch teacher induction program
this hands-on self mentoring book is
for you!
With you in mind we have prepared this book. It contains a body of essential skills which will not only help you to survive in the classroom, but will help you enjoy teaching. There may be such a person as a "born teacher," but we doubt that there are many. This assertion stems from the set of our beliefs about teaching.
- "Born teachers" are rare. Most excellent teachers become so as a result of careful study and practice, and through lots of hard work.
- The teacher must engage in reflection on whet he/she does or causes the students to do in the classroom. This includes comparing what was planned to happen with what actually happened, and the reasons it happened that way.
- The teaching process can be studied both toward enhancing the planning process and toward making constructive changes in the teacher's behavior.
- Each teacher ultimately develops his/her own unique style. Modeling components from others is possible, but modeling style in entirety is so highly unlikely as to be an invalid approach to development as a teacher.
- This being the case, we present a set of skills teachers need to acquire through understanding and practice. Among these skills are: establishing suitable objectives for instruction; planning an adequate lesson, evaluating ones own teaching; along with many others.
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