Thinking Like A Teacher: Preparing New Teachers For Today's Classrooms by Jo-anne KerrThinking Like A Teacher: Preparing New Teachers For Today's Classrooms by Jo-anne Kerr

Thinking Like A Teacher: Preparing New Teachers For Today's Classrooms

EditorJo-anne Kerr, Linda NorrisAs told bySara Rhodes

Hardcover | August 7, 2017

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Today's classrooms present a variety of challenges for teachers, many of which result from unanticipated, unpredictable events, from minor to serious. This collection of teacher narratives highlights several of these challenges with subsequent reflections and commentaries that invite conversations about aspects of teaching that often remain unacknowledged in educator preparation programs but that can have deleterious effects on the implementation of the pedagogical content knowledge that is promoted in these programs. Thinking Like a Teacher: Preparing New Teachers for Today's Classrooms aims to address this gap in educator preparation programs through sharing and affirming teachers' voices as sources of pedagogical knowledge. Engagement with the narratives included in this collection will help teacher candidates perceive and think about teaching in new ways as they make the transition from instructional consumers to instructional leaders while simultaneously forging a new professional identity.
Dr. Jo-Anne Kerr taught high school English for 25 years and is now Professor of English at Indiana University of Pennsylvania where she teaches English and English education methods courses and supervises student teachers. Jo-Anne is director of IUP's English Education Program. Dr. Linda Norris taught English at the secondary leve...
Title:Thinking Like A Teacher: Preparing New Teachers For Today's ClassroomsFormat:HardcoverDimensions:204 pages, 9.42 × 6.17 × 0.85 inPublished:August 7, 2017Publisher:Rowman & Littlefield PublishersLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:1475833725

ISBN - 13:9781475833720


Table of Contents

DedicationForewordAcknowledgmentsForeword-Janet AlsupIntroduction-Linda Norris and Jo-Anne KerrPreface-Sara Kirkpatrick RhodesSection I Chapter 1: Of Early Dismissals and Observations-Ian CunninghamChapter 2: One Size Never Fits All: Teaching the Same Lesson with Differing Outcomes-Samantha DiMauroChapter 3: The Best-Laid Plans?-Emily DuPlessisChapter 4: The Fault of Technology: When the Projector Dies-Alexander HagoodSection II Chapter 5: Creating an Atmosphere of Respect and Rapport-Scott GibbonsChapter 6: Many Things to Many People: Life as a New Teacher-Heather LowrySection III Chapter 7: A Horse to Water-Shane ConradChapter 8: A Tumultuous First Year-Richard CourtotChapter 9: Teaching to an Empty Desk-Edward LitzingerChapter 10: An Unexpected Teachable Moment-Michael TostiSection IV Chapter 11: Teacher-Parent-Tara BrodishChapter 12: Lessons that "Stick"-Nicole FrankenfieldChapter 13: Teaching a Student with Depression-Patrick GahaganChapter 14: The Pang of Terror-Janel PrinkeyChapter 15: Defending and Protecting My Students-Caroline LehmanAfterword-Sara Kirkpatrick Rhodes, Linda Norris, Jo-Anne KerrAppendices A and BReferencesAbout the ContributorsIndex

Editorial Reviews

In the tradition of Lad Tobin's Writing Relationships, the young teachers whose stories comprise this volume highlight their less than perfect teaching days. Their tellings of what went wrong offer lessons for all teachers-teacher educators, preservice teachers, teachers early in their careers, and veteran teachers. Their stories demonstrate that the classroom is always a new place, that teachers must always be honing their craft. Through smart questions posed by Kerr and Norris the collection offers preservice and new teachers wonderful reflective opportunities as well as invitations into research regarding aspects of teaching those new to the profession may not be thinking about yet-different states' evaluation procedures for new teachers, districts' mental health supports for students, in-school technology support, extra-curricular expectations, the balance between work and family. In reading this I am struck by the many ways in which new teachers are made vulnerable. Some will be expected to teach outside their certification area(s). Some will encounter students who are homeless or mentally ill or living with so many different relatives from day to day that their teachers are the only caring constants in their lives. These young teachers have had to decide in an instant how to handle a high-stakes observation when a weather-related early dismissal has just been announced; what to do when a student has a seizure; how to secure a classroom against an armed intruder in the building. Through it all, these young teachers commit their energies to the thing policymakers never acknowledge. Teaching is an act of caring, not a mechanistic presentation of information. As a young teacher and even as a veteran, I wish I had had this book. As Tobin notes, we cannot improve our practice when all we tell are hero stories. This book tells educators that they are not alone on a bad teaching day. It is a valuable resource for every teacher of every subject and grade.