Sunday, April 19, 2015

Teaching to Learn Learning to Teach: A Handbook for Secondary School Teachers


Teaching to Learn Learning to Teach: A Handbook for Secondary School Teachers
Buku ini diterbitkan tahun 2003 Oleh Lawrence Erlbaum Associates  Mahwah, New Jersey, buku cetakan baru edisi  Pertama.



Judul:   Teaching to Learn Learning to Teach: A Handbook for Secondary School Teachers
Oleh:   Alan J, Singer, et al
Penerbit:   Lawrence Erlbaum Associates  Mahwah, New Jersey
Tahun: 2003
Jumlah Halaman:  299  hal.

Penulis:
Drs. Alan Singer (IPS), Maureen Murphy (bahasa Inggris), dan S. Maxwell Hines (Science)
mengajar pengantar metode pengelolaan kelas sekolah menengah, metode kelas subjek, mengawasi
guru siswa sekolah menengah, dan memimpin seminar analisis kelas di mana siswa guru merefleksikan praktek pedagogis mereka, kembali filosofi mengajar dan tujuan mereka, serta memeriksa cara-cara yang dapat dikerjakan guru dalam mengembangkan hubungan pribadi dan membangun ruang kelas masyarakat dengan siswa dari berbagai latar belakang ras, etnis, dan kelas. Mereka juga penasihat fakultas dan fasilitator untuk Hofstra Guru New Network, yang memberikan dukungan bagi guru baru yang bekerja di sekolah kabupaten minoritas perkotaan dan pinggiran kota.
Teks ini terutama ditulis oleh Alan Singer (author of Social Studies for Secondary
Schools: Teaching to Learn/Learning to Teach, LEA, 1997).. Maureen Murphy dan S. Maxwell
Hines berpartisipasi dalam konseptualisasi dan pengembangan, kontribusi bagian tertentu,
diedit seluruh naskah, dan membantu anggota frame Guru Baru Jaringan dan menulis kontribusi mereka.

Lingkup Pembahasan:

Keberadaan Buku ini didasarkan pada ide-ide berikut:
1.     Praktek Kelas harus didasarkan pada tujuan dan pemahaman siswa sebagai manusia yang
        kompleks dan beragam.
2.     Preservice dan guru mulai akan mendapatkan keuntungan dari belajar tentang pengalaman
        guru lainnya preservice, guru kelas baru, dan veteran.
3.     Ada prinsip-prinsip pengajaran yang efektif di sekolah menengah yang mencakup subjek 
        disiplin dan penting bahwa guru baru membuat koneksi dengan karya rekan-rekan mereka di
        bidang  konten lainnya.
4.     Meskipun keahlian konten dan penguasaan keterampilan pedagogis penting untuk guru, empati
        dengan siswa dan rasa misi pribadi adalah kunci sukses mengajar.
5.     Belajar berlangsung sepanjang waktu-tetapi siswa tidak selalu belajar apa yang  guru berniat
        untuk belajar.
6.     Segala sesuatu yang terjadi di sekolah dan ruang kelas merupakan bagian dari kurikulum.
7.     Belajar sosial-guru harus membangun di atasnya, tidak melawannya.
8.     Mengajar yang efektif di sekolah inklusif menengah (6-8) dan sekolah menengah atas (9-12)
        ruang kelas dengan populasi mahasiswa yang beragam dapat melibatkan pedagogis yang
        berpusat pada siswa yang sama praktek dengan perbedaan derajat atau penekanan berdasarkan
        kebutuhan siswa daripada perbedaan jenis instruksi-orang bisa diperlakukan seperti seorang 
        mahasiswa kehormatan.
9.     Mengembangkan masyarakat kelas dan kepemimpinan mahasiswa adalah cara yang paling
        efektif untuk mempromosikan belajar-siswa-satunya orang guru dapat mengontrol itu sendiri.
10.   Sebuah gol secara keseluruhan dalam pendidikan menengah adalah untuk mempromosikan
        kebebasan yang lebih besar bagi siswa sebagai mereka menganggap peningkatan tanggung
        jawab individu dan kolektif untuk pembelajaran mereka sendiri.
11.   Orang-orang dapat belajar menjadi-student centered, konstruktivis, guru kritis.
12.   Meskipun dibutuhkan pengalaman diperpanjang (3 sampai 5 tahun) dan kerja keras untuk
        menguasai keterampilan diperlukan untuk menjadi guru yang efektif, keterampilan ini tidak
        magis atau dijelaskan, dan dapat dikembangkan dengan mulai dari guru.
13.   Setiap guru harus membuat keputusan: Apakah Anda batu perahu-yang "melawan kekuatan"
        -atau menjadi "Bata lain di dinding" sistem pendidikan yang memberikan penghargaan beberapa
        siswa, trek banyak menjadi pilihan terbatas, dan meninggalkan yang lain di belakang?


Daftar Isi:

Preface: Our Approach to Teaching xiii
About the Authors xiv
Rationale and Description xiv
Contributors xv

BOOK I: GOALS AND RESPONSIBILITIES FOR TEACHERS 1
A Letter to Future Teachers 1
    1     Goals: Why Do You Want to Be a Teacher? 5
           A:     The Challenge 6
           B:     How Do Your Beliefs About the World Shape Your Teaching? 7
                    John Dewey’s Philosophy of Education 8
                    Paulo Freire’s Philosophy of Education 9
                    Septima Clark’s Philosophy of Education 10
                    Other Educational Thinkers You Should Know 11
           C:     How Ideas Shape Our Teaching 13
                    Which One Is English? 14
           D:     Becoming a Teacher 1: New Teachers Discuss Their Ideas 16
                    My Dreams and Hope by Christina Agosti-Dircks 17
                    Race and U.S. Politics and Education by Howard Fuchs 18
                    I Want to Give Back to the Community by Pedro Sierra 19
                    A Moral Obligation to Care About Others by Gayle Meinkes-Lumia 21
                    Teaching as an Act of Resistance by Michael Pezone 22
                    Faith in God Gives Me Faith in Myself by Deon Gordon Mitchell 23
           E:     Why Do You Want to Be a Teacher? 24
           F:     First-Semester Education Students Reflect on Their Experience 25
                    My Secondary Education General Methods Reflective Practice Journal
                         by Alice Van Tassell 25
                    My Secondary Education General Methods Reflective Practice Journal
                         by Maritza Perez 29
           G:    Alan’s Pedagogical Creed—What I Know About Teaching and Learning (with apologies
                    to John Dewey) 31
    2     Responsibilities: What Is a Teacher? 35
            A:    My Best Teachers 1: Directed Experience, Scaffolding, and Creative Maladjustment 36
            B:     Nuts and Bolts of Teaching 1 38
                    I Was Not a Great Student by Christian Caponi 40
                  “By the Book” Versus “the Real World” by Steve Bologna 41
            C:     Becoming a Teacher 2: New Teachers Discuss Their Personal Experiences as
                     Students 41
                     A Student Who Did Just Enough to Get By by Stacey Cotten 42
                     I Was Once in Their Shoes by Susan Soitiriades 43
                     I Hated Teachers Who Were Controlling by Jennifer Bambino 44
                     I Was Called “Spic” by Lynda Costello-Herrera 45
                     I Was the New Kid and I Was Scared by Stephanie Hunte 46
                     I Could Not Speak English by Jayne O’Neill 47
            D:     Teaching Stories 1 48
                     I Come From a Family of Teachers by Maureen Murphy 49
                     How I Learned to Teach Math by Rhonda Eisenberg 52
                     For Jonathan Levin, Teacher by Alan Singer 55

BOOK II: PRO/CLASS PRACTICES—PLANNING, RELATIONSHIPS, ORGANIZATION, COMMUNITY 59
    3     Planning: How Do You Plan a Lesson? 63

            A:     What Are Your Goals? 63
            B:     What Are Teaching Strategies? 66
            C:     My Best Teachers 2: A Lesson in Humility 67
            D:     What Does a Lesson Look Like? 69
                     What Is a Lesson Plan? 69
                     What Do You Need to Consider? 70
            E:      Four Sample Lesson Formats 71
                     An Activity-Based Format 71
                     A Developmental Lesson Format 76
                     Format for Hunter’s Approach to Lesson Planning 79
                     Format for a Streamlined Activity-Based Lesson Plan 81
            F:     Becoming a Teacher 3: What Makes Someone Successful as a Teacher? 85
                     I Will Not Let the Wheelchair Be an Excuse by Dennis Mooney 85
            G:     Teaching Stories 2 87
                     How I Learned to Be a Teacher by David Morris 87
            H:     What Is Thematic Teaching (in Social Studies, Biology, and Everything Else)? 91
            I:     Some Useful Ideas for Organizing Lessons 94
    4     Relationships: Why Are Relationships With Students Crucial to Successful 
           Teaching? 103
           A:     How Important Are Relationships Between a Teacher and Students? 103
           B:     My Best Teachers 3: Learning From My Students 105
           C:     How Important Is It to “See” and “Hear” Students? 108
           D:     What Does It Mean to Be “Gifted”? 109
                    Were the Mystery Men Gifted? by Alan Singer 111
                    Promoting Relationship, Literacy, and Responsibility
                    by Judith Y. Singer and Alan Singer 113
           E:     Teaching Stories 3 115
                    Reflections on Race, Democracy, and Education: What Kind of Teacher
                    Do You Want to Be? by S. Maxwell Hines 115
           F:     Should Teachers See Race and Discuss Injustice? 120
    5     Organization: How Are Classrooms and Schools Organized? 123
           A:     If You Could Build a Secondary School From Scratch, What Would It Look Like? 124
           B:     How Can You Find (and Hold Onto) a Job in a Traditional School Setting? 127
           C:     If You Could Design a Secondary School Classroom, What Would It Look Like? 130
           D:     Nuts and Bolts of Teaching 2: How Do You Establish Classroom Rules? 133
           E:     How Do You Organize an Inclusive Classroom? 136
                    General Classroom Suggestions for Inclusive Classrooms 136
                    Co-teaching Suggestions for Classroom and Inclusion Teachers 137
           F:      Becoming a Teacher 4: Responding to Different School Settings 138
                    The First Day of the School Year by Laura Pearson 138
                    A New Teacher’s Difficult Journey by Nichole Williams 140
                    I Know I Can Get My Message Across by Ken Dwyer 143
                    My Students Call Me the “Math Geek” by Kathleen Simons Smith 145
      6   Community: How Do You Build Classroom Communities Committed to Educational
           Goals? 151

           A:     Can Community Emerge From Chaos? 152
           B:     How “Teacher Tricks” Can Help Build Community 155
           C:     Becoming a Teacher 5: What Does Community Building Look Like? 157
                    I Struggle for My Students, Not Against Them by Rachel Gaglione 157
           D:     How Do “Corny Teacher Jokes” Help You to Be “Real”? 159
           E:     How Does Cooperative Learning Build Community While Promoting Student
                    Achievement? 161
           F:     How Can Teachers Develop Student Leadership? 164
          Concluding Thoughts for Book II: A PRO/CLASS Practices Approach to Dealing 
          With  Classroom and Other Professional Problems 167
          A:     Some Complicated but Pretty Standard “Classroom Problems” 169
          B:     Guidance-Related Issue Can Be Very Thorny and Raise Legal Questions 173
          C:     Relationships With Colleagues Can Be Tricky 175
          D:     Disagreements With School Policies 176

BOOK III: PRO/CLASS PRACTICES—LITERACY, ASSESSMENT, SUPPORT, STRUGGLE 179
    7     Literacy: How Can Teachers Encourage Student Literacies? 181

           A:    What Is Critical Literacy? 182
           B:    How Many Kinds of Literacy Are There? 184
           C:    What Are Literacy Standards? 186
           D:    How Can Students Learn Complex Material While Still Struggling to Improve Their
                    Reading Skills? 187
           E:     How Can the Same Text Have Multiple Meanings? 190
                   Using Multicultural Literature to Understand Self and World
                   by Judith Y. Singer and Sally Smith 190
           F:     How Can Classroom Practice Promote Student Literacies? 192
           G:    How Can Teachers Learn and Teach About Technology in a Universe Where Technology
                   Is Continually Changing? 193
           H:    What Is Technological Literacy? 196
                   Technology Is All Around You by Gary Benenson 196
                   Using Modern Educational Technology Makes Your Lessons More Exciting
                   by Jason Noone 198
     8   Assessment: How Should Teachers Assess Student Learning and Their Own
          Performance? 201

          A:     How Should Teachers Assess Student Learning? 204
          B:     How Can Teachers Design Fair Assessments? 207
          C:     Sample Assessment Rubrics 209
          D:     Ideas for Designing Fair Tests That Authentically Assess Student Understanding 211
          E:     What Does a Student Portfolio Look Like? 217
          F:     How Should Teachers Assess Their Own Practice? 219
          G:     Classroom Observation Forms 221
    9     Support: How Can Teachers Provide Support for Students Having Difficulty in School 
           and  Life? 225
          A:     What Should Teachers Know About the World of Children and Adolescents? 226
                   Valuing What Our Students Know by Judith Kaufman 226
          B:     Becoming a Teacher 6: What Kind of Support Do Teenagers Need? 232
                   Nobody Ever Told Me I Was Special by Lauren Rosenberg 232
                   A Couple Since They Were 14 234
                   I Am Tired of Seeing Black and Latino Students Not Succeeding
                   by Samuel Charles 235
                   I Did Not Want to Be Another Hispanic Statistic by Ruth Santos 236
                   I Was in Sixth Grade and Could Not Read by Adeola Tella 238
                   I Needed to Be Accepted; I Needed to Feel Safe by J. B. Barton 239
        C:     Why Are Students At Risk? 242
                  Every Student Here Is At Risk by Alan Singer 242
        D:     Why Did People Die at Columbine? 244
        E:     How Should Schools Deal With Tragic Events? 247
        F:     What Kind of Support Do Teachers Need? 248
                 Teachers Need Support, Too: The New Teachers Network’s Response to the Amadou
                 Diallo Case by S. Maxwell Hines, Maureen Murphy,
                Alan Singer, and Sandra Stacki 248
  10  Struggle: How Can We Struggle to Be More Effective Teachers and Build Better 
        Schools? 253
       A:     What Should You Think About as You Prepare to Student Teach or Start Your First  
                 Teaching Position? 255
        B:     What Will Student Teaching Be Like? 257
                 A Student Teacher’s Journey by Dawn Brigante 258
        C:     Recommendations for New Teachers by Stephanie Hunte, Alan Singer, and Michael
                 Pezone 263
        D:     What Can Teachers Do? by S. Maxwell Hines, Maureen Murphy, Alan Singer, and Sandra
                 Stacki 266
        E:     Postscript—Not “Another Brick in the Wall” 268

Appendix I: Ideas for Your Professional Portfolio, Resume, and Cover Letter 270
Appendix II: Recommended Web Sites for Teachers 273


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