Secondary School Teaching

Richard Kellough is author and coauthor of more than 50 textbooks, including A Primer For New Principals: Guidelines For Success (Rowman & Littlefield, 2008), A Resource Guide For Teaching K-12, 6/E (Allyn & Bacon, 2011), Teaching Young Adolescents: Methods And Resources, 5/E (Pearson, 2008), Teaching And Learning K-8: A Guide To Methods And Resources, 9/E (Pearson, 2008), Your First Year Of Teaching: Guidelines For Success, 5/E (Pearson, 2009), Science K-8: An Integrated Approach, 11/E (Allyn & Bacon, 2008), and A Guide For Developing Interdisciplinary Thematic Units, 4/E (Pearson, 2008), as well As numerous journal articles. His many recognitions include being named a National Science Foundation Research Fellow at The University Of California, Davis, as well as listings in the International Authors And Writers Who's Who, Leaders In Eco Education, Men Of Achievement (Vol. 1), Dictionary Of International Biography, and Leaders In Education. His 46-year teaching career includes 13 years as a teacher of grades 7-12 (3 years as a teaching principal) and 34 years as university professor.   Coauthor of Teaching Young Adolescents: A Guide To Methods And Resources, 5/e (Allyn & Bacon, 2008), Noreen Kellough's 22-year teaching career includes 6 years of middle school foreign languages teaching, 6 years of high school teaching of French, and 12 years at the university level. At the college and university level she has taught Spanish at Los Rios Community College, was assistant clinical professor at University of the Pacific, and at California State University, Sacramento, taught Italian, courses in teacher preparation. Until her retirement, she served as director of the children's reading program where she supervised the training of university students as tutors of reading for public school children. Recognitions include recipient of Outstanding Community Service Award (2004) from CSU,S, and 1995 delegate representing the U.S. in Berlin, Germany, at the Deutsche Schreberjugend International Youth Conference.

CHAPTER 1: Secondary School Teaching Today: Recognizing and Understanding the Challenge The Classroom in a Nation of Diversity and Shifting Demographics

     Skill Areas Around Which This Resource Guide is Centered

     The Realities of Teaching Today

     A Rather Recent and in Our Opinion Unfortunate Addition to the Challenge

Orientation: No Single Shoe Fits All

     Start of the School Year Orientation

     The School Year and Teachers’ Schedules

     Teaching Teams

     The Community of Learners Concept

     Nontraditional Scheduling

     Quality Education for Every Student

     Instruction that is Differentiated

     Responsive Practices for Helping Each Student Succeed

Middle-Level Schools

High Schools

The Fundamental Characteristic of Quality Education

     Committed Teachers

     Reflective Decision Making

     School Leadership

     Effects of No Child Left Behind Legislation

Parents, Guardians, and the Community

     Community Service Learning

The Emergent Overall Picture: Current Actions, Trends, Problems, and Issues

     Key Trends and Positive Practices

     Major Problems, Concerns, and Issues

Meeting the Challenge: Initial Guidelines for Recognizing and Providing for Student Differences Thereby Effectively Differentiating the Instruction

Reviewing The Developmental Characteristics of Young People of Particular Age Groups

     Young Adolescents (Ages 9–14)

     Older Adolescents (Ages 15–19)

Summary

Questions for Class Discussion

Exercises

References

 

CHAPTER 2: Teacher Professional Responsibilities

The Teacher as a Reflective Decision Maker

     Decision-Making Phases of Instruction

     Reflection, Locus of Control, Sense of Self-Efficacy, and Teacher Responsibility

Selected Legal Guidelines

     Student Rights

     Cellular Phones and Other Handheld Electronic Devices in the Classroom

     Teacher Liability and Insurance

     Student Safety Should Always be on Your Mind

Teaching Style

     Multilevel Instruction, Individualized Instruction, and Differentiated Instruction: A Clarification of Terms

     The Theoretical Origins of Teaching Styles and Their Relation to Constructivism

Commitment and Professionalism

     Noninstructional Responsibilities

     Instructional Responsibilities

Identifying and Building Your Instructional Competencies

     Characteristics of the Competent Classroom Teacher: An Annotated List

Teacher Behaviors Necessary to Facilitate Student Learning

     Three Basic Rules for Becoming a Competent Teacher

     Facilitating Behaviors and Instructional Strategies: A Clarification

     Structuring the Learning Environment

     Accepting and Sharing Instructional Accountability

     Demonstrating Withitness and Overlapping

     Providing a Variety of Motivating and Challenging Activities

     Modeling Appropriate Behaviors

     Facilitating Student Acquisition of Data

     Creating a Psychologically Safe Environment

     Clarifying Whenever Necessary

     Using Periods of Silence

     Questioning Thoughtfully

Tools For Instruction

     The Internet

     Professional Journals and Periodicals

     The ERIC Information Network

     Copying Printed Materials

     The Classroom Writing Board

     The Classroom Bulletin Board and Other Nonprojected Visual Displays

     The Community as a Resource

     Guest Speaker or Presenter

     Field Trips

     Media Tools

     Computers and Computer-Based Instructional Tools

     Using Copyrighted Video, Computer, and Multimedia Programs

     Distance Learning

Summary

Questions For Class Discussion

Exercises

References

 

CHAPTER 3: Thinking and Questioning: Skills for Meaningful Learning

Teaching Thinking for Intelligent Behavior

     Characteristics of Intelligent Behavior

     Direct Teaching for Thinking and Intelligent Behavior

Purposes for Using Questioning

     Questions to Avoid Asking

Types of Cognitive Questions: A Glossary

     Analytic Question

     Clarifying Question

     Convergent-Thinking Question

     Cueing Question

     Divergent-Thinking Question

     Evaluative Question

     Focus Question

     Probing Question

Socratic Questioning

Levels of Cognitive Questions and Student Thinking

Guidelines for Using Questioning

     Preparing Questions

     Implementing Questioning

Using an Audience Response Student Clicker System

Questions From Students: The Question-Driven Classroom and Curriculum

     Questioning: The Cornerstone of Critical Thinking, Real-World Problem Solving, and Meaningful Learning

Summary

Questions For Class Discussion

Exercises

References

 

CHAPTER 4: The Classroom Learning Environment

The Importance of Perceptions

Classroom Control–Its Meaning–Past and Present

     Historical Meaning of Classroom Control

     Today’s Meaning of Classroom Control and the Concept of Classroom  

    Management

     Classroom Management: Contributions of Some Leading Authorities

Developing Your Own Effective Approach to Classroom Management

Providing a Supportive Learning Environment

     Consider the Physical Layout

     Create a Positive Ambiance      Behaviors to Avoid When Using Encouragement to Motivate Students

     Get to Know Your Students as People

Preparation Provides Confidence and Success

     Effective Organization and Administration of Activities and Materials

     Natural Interruptions and Disruptions to Routine

Classroom Procedures and Guidelines for Acceptable Behavior

     Starting the School Term Well

     Procedures Rather Than Rules; Consequences Rather Than Punishment

     The First Day

     Procedural Matters: What Students Need to Understand Early On

Using Positive Rewards as Motivators

Managing Class Sessions

     Opening Activities

     Smooth Implementation of the Lesson

     Transitions Within Lessons

Inappropriate Student Behavior

     Transient Nondisruptive Behaviors

     Disruptions to Learning

     Defiance, Cheating, Lying, and Stealing

     Bullying, Fighting, Sexual Misconduct, and Violence

Teacher Response to Student Misbehavior

     Direct Versus Indirect Assertive Intervention Strategies: A Clarification

     Order of Behavior Intervention Strategies

Teacher-Caused Student Misbehavior

     Scenarios for Case Study Review

     Preventing a Ship From Sinking is Much Easier Than is Saving a Sinking One: Mistakes to Avoid

Situational Case Studies for Additional Review

Summary

Questions for Class Discussion

Exercises

References

 

CHAPTER 5: The Curriculum: Selecting and Setting Learning Expectations

Program Organization: Providing Successful Transitions

     Curriculum and Instruction: Clarification of Terms

     Core Curriculum

     Curriculum Content: Essential Versus Supplemental

     Exploratory Opportunities

     Co-Curricular Versus Extracurricular

     Advisory/Homebase Program

Planning for Instruction: Three Levels

     Teacher–Student Collaborative Team Planning

     Reasons for Planning

     Components of an Instructional Plan

     Curriculum Content Selection: Documents that Provide Guidance

Curriculum Standards

     Curriculum Standards and High-Stakes Testing

Student Textbooks

     Benefit of Textbooks to Student Learning

     Problems with Reliance on a Single Textbook

     Guidelines for Textbook Use

     Multitext and Multireadings Approach

Beginning to Think About the Sequencing of Content

Preparing for and Dealing with Controversy

Aims, Goals, and Objectives: The Anticipated Learning Outcomes

     Instructional Objectives and Their Relationship to Aligned Curriculum and Authentic Assessment

     Learning Targets and Goal Indicators

     Overt and Covert Performance Outcomes

     Balance of Behaviorism and Constructivism

     Teaching Toward Multiple Objectives, Understandings, and Appreciations: The Reality of Classroom Instruction

     Preparing Instructional Objectives

     Components of a Complete Objective Classifying Instructional Objectives The Domains of Learning and the Developmental Needs of           Students

     Cognitive Domain Hierarchy

     Affective Domain Hierarchy

     Psychomotor Domain Hierarchy

Using the Taxonomies

     Observing for Connected (Meaningful) Learning: Logs, Portfolios, and Journals

     Character Education and the Domains Of Learning

Learning That Is Not Immediately Observable

Integrated Curriculum

     Level 1 Curriculum Integration

     Level 2 Curriculum Integration

     Level 3 Curriculum Integration

     Level 4 Curriculum Integration

     Level 5 Curriculum Integration

     Integrated Curriculum in a Standards-Based Environment

Planning for Instruction: A Seven-Step Process

The Syllabus

     Use and Development of a Syllabus

     Content of a Syllabus

Summary

Questions for Class Discussion

Exercises

References

 

CHAPTER 6: Planning the Instruction

The Instructional Unit

     Planning and Developing any Unit of Instruction

     Unit Format, Inclusive Elements, and Time Duration

Theoretical Considerations for the Selection of Instructional Strategies

     Decision Making and Strategy Selection

     Direct and Indirect Instruction: A Clarification of Terms

     Degrees of Directness

     Principles of Classroom Instruction and Learning: A Synopsis

     Conceptual and Procedural Knowledge

     Direct Versus Indirect Instructional Modes: Strengths and Weaknesses of Each

Selecting Learning Activities that are Developmentally Appropriate

Styles of Learning and Implications for Teaching

     Learning Modalities

     Learning Styles

     The Three-Phase Learning Cycle

     Learning Capacities: The Theory of Multiple Intelligences

The Learning Experiences Ladder

     Direct, Simulated, and Vicarious Experiences Help Connect Student Learning

Planning and Developing an Interdisciplinary Thematic Unit

     Specific Guidelines for Developing an Interdisciplinary Thematic Unit

     Developing the Learning Activities: The Heart and Spirit of the ITU

     The Common Thread

     Initiating Activities

     Developmental Activities

     Culminating Activity

Preparing the Lesson Plan

     Rationale for Preparing Written Plans

     Assumptions about Lesson Planning

     A Continual Process

     Well Planned but Open to Last-Minute Change

     The Problem of Time

     The Pressure of Standards-Based and High-Stakes Testing and the Felt Need to “Cover” the Prescribed Curriculum

     Caution about “The Weekly Planning Book”

Constructing a Lesson Plan: Format, Elements, and Samples

     For Guidance, Reflection, and Reference

     Basic Elements in a Lesson Plan

     Descriptive Data

     Goals and Objectives

Setting the Learning Objectives

     A Common Error and How to Avoid It

     No Need to Include All Domains and Hierarchies in Every Lesson

     Rationale

     Procedure

     Assignments

     Special Considerations, Notes, and Reminders

     Materials and Equipment to be Used

     Assessment, Reflection, and Revision

Summary

Questions for Class Discussion

Exercises

References






CHAPTER 7: Assessing and Reporting Student Achievement

Purposes and Principles of Assessment

The Language of Assessment

     Assessment and Evaluation

     Measurement and Assessment

     Validity and Reliability

     Authentic Assessment: Advantages and Disadvantages

     Diagnostic, Formative, and Summative Assessment

Assessing Student Learning: Three Avenues

     Assessing What a Student Says and Does

     Assessing What a Student Writes

     Assessment for Affective and Psychomotor Domain Learning

Student Involvement in Assessment

     Using Portfolios

     Using Checklists

Maintaining Records of Student Achievement

     Recording Teacher Observations and Judgments

Grading and Marking Student Achievement

     Criterion-Referenced Versus Norm-Referenced Grading

     Determining Grades

Testing for Achievement

     Standardized (Formal) Versus Nonstandardized (Informal) Tests

     Purposes for Informal Testing

     Frequency for Informal Testing

     Anxiety: Symptom Recognition and Helping Students (and Yourself) Deal with It

     Test Construction

     Administering Tests

     Controlling Cheating

     Determining the Time Needed to Take a Test

Preparing Assessment Items

     Classification of Assessment Items

     Performance Testing

     General Guidelines for Preparing for Informal Assessment of Student Learning

     Attaining Content Validity

Assessment Items: Descriptions, Examples, and Guidelines for Preparing and Using 12 Types

     Arrangement

     Completion Drawing

     Completion Statement

     Correction

     Essay

     Grouping

     Identification

     Matching

     Multiple Choice

     Performance

     Short Explanation

     True–False

Reporting Student Achievement

     The Grade Report

Teacher Parental/Guardian Connections

     Contacting Parents/Guardians

     Meeting Parents/Guardians

     Parent/Guardian Conference

     Dealing with an Angry Parent or Guardian

Summary

Questions for Class Discussion

Exercises

References



 

CHAPTER 8: The Thinking Curriculum: Using Teacher Talk, Demonstrations, Inquiry, and Games

Teacher Talk: Formal and Informal

     Cautions in Using Teacher Talk

     Teacher Talk: General Guidelines

     Teacher Talk: Specific Guidelines

Demonstration

     Reasons for Using Demonstrations

     Guidelines for Using Demonstrations

Inquiry Teaching and Discovery Learning

     Problem Solving

     Inquiry Versus Discovery

     True Inquiry

     The Critical Thinking Skills of Discovery and Inquiry

Integrating Strategies for Integrated Learning

Educational Games

     Classification of Educational Games

     Functions of Educational Games

Summary

Questions for Class Discussion

Exercises

References

 

CHAPTER 9: Mastery Learning and Differentiated Instruction

Today’s Emphasis: Quality Learning for Every Student

     Assumptions About Mastery, or Quality, Learning

     Elements of Any Mastery Learning Model: The Cycle of Teaching

     Strategies for Personalizing (Individualizing) the Instruction Now!

Working with and Individualizing the Learning Experiences for Specific Learners

     Recognizing and Working with Students with Special Needs

     Recognizing and Working with Students of Diversity and Differences

     Language-Minority Students

     Recognizing and Working with Students Who are Gifted

     Curriculum Tracking

     Meaningful Curriculum Options: Multiple Pathways to Success

     Recognizing and Working with Students Who Take More Time but are Willing to Try

     Recognizing and Working with Recalcitrant Learners

     Recognizing and Working with Abused Children

Learning Alone

Summary

Questions For Class Discussion

References

 

CHAPTER 10: Organizing and Guiding Student Learning in Groups

Learning in Pairs

     The Learning Center

Learning in Small Groups

     Purposes for Using Small Groups

Cooperative Learning

     The Cooperative Learning Group (CLG)

     The Theory and Use of Cooperative Learning

     Roles Within the Cooperative Learning Group

     What Students and the Teacher Do When Using Cooperative Learning Groups

     When to Use Cooperative Learning Groups

     Cooperative Group Learning, Assessment, and Grading

     Why Some Teachers Experience Difficulty Using CLGs

Learning in Large Groups

     Student Presentations

     Whole-Class Discussion

Equality in the Classroom

     Ensuring Equity

Learning from Assignments and Homework

     Purposes for Assignments

     Guidelines for Using Assignments

     Opportunities for Recovery

     How to Avoid Having So Many Papers to Grade that Time for Effective Planning is Restricted

Project-Centered Learning: Guiding Learning from Independent and Group Investigations, Papers, and Oral Reports

     Values and Purposes of Project-Centered Learning

     Guidelines for Guiding Students in Project-Centered Learning

     Writing as a Required Component of Project-Centered Learning

     Assessing the Final Product

Writing Across the Curriculum

     Kinds of WritingPreventing Plagiarism

      Journals and Blogs

A Collection of 130 Annotated Motivational Teaching Strategies with Ideas for Lessons, Interdisciplinary Teaching, Transcultural Studies, and Student Projects

     The Visual and Performing Arts

     Family and Consumer Economics, Foods, and Textiles

     English, Languages, and the Language Arts

     Mathematics

     Physical Education

     Science

     Social Studies/History

     Vocational Career Education

Summary

Questions For Class Discussion

Content Area Websites

References

 

CHAPTER 11: Professional Development: A Continuing Process

Professional Development Through Student Teaching or Internship

     Whether Student Teaching or Intern Teaching, It Is the Real Thing

     Getting Ready for the Beginning Teaching Experience

     First Impressions

     Continuing to Get Ready

     Student Teaching from the Cooperating Teacher’s Point of View

     Comments from the University Supervisor

     What to do Before an Observation

     What to do During an Observation

     What to do During an Observation Conference

     What to do After the Supervisor Leaves

Finding a Teaching Position

     Guidelines for Locating a Teaching Position

     The Professional Career Portfolio (Or How to Get Hired by Really Trying)

     Resources for Locating Teaching Vacancies

     The Professional Résumé

     The In-Person Interview

Professional Development Through Reflection and Self-Assessment

Professional Development Through Mentoring

     It is Helpful to Have a Mentor, Sometimes More Than One

     When Should I Seek Help?

     Coping Strategies: Avoiding Feelings of Aloneness

     Make Career Plans: A Life Plan Map

Professional Development Through Inservice and Graduate Study

Professional Development Through Participation in Professional Organizations

Professional Development Through Communications with Teachers

Professional Development Through Off-Teaching Work Experience

Professional Development Through Micro Peer Teaching

Questions for Class Discussion

Summary

References

 

GLOSSARY

SUBJECT INDEX