Education

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 an interview portfolio, tips for the job search, and strategies for lifelong learning in a teaching career. The book features 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.

• PLAN—Featured at the beginning of the chapters, an interactive “planning” format provides advice from student teachers, key questions, tips for taking care of yourself, and a planning format.

• CONNECT—Following the PLAN in each chapter, this section “connects” student teachers to people they should meet, readings & resources they shouldn't miss, updated technology websites, and ways to connect computers to teaching.

• ACT—Processes throughout the chapter put student teachers into “action” by providing activities that offer practical strategies related to key pedagogical topics.

• REFLECT—At the end of the chapters, student teachers have three ways to review the key questions posed in the PLAN by using inquiry and teacher research, self-reflection, and feedback from the university supervisor.

• “Discussing Professional Standards: Quality Conversations to Enhance Student Learning,” located at the beginning of every chapter, uses Interstate New Teacher Assessment and Support Consortium (INTASC) and provides students with the opportunity to review the standards and see how they are implemented in practice.

• A PLAN section at the beginning of each chapter, revised from its formerly passive lesson plan format, includes key areas to actively engage readers and invite them to participate in creating a plan to read the chapter.

• INTASC Portfolio preparation, now consolidated in 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 of 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.

Acknowledgements.


Preface.

I. PREPARING FOR THE PRACTICUM EXPERIENCE.

II. CLASSROOM PRACTICE DURING STUDENT TEACHING.

III. COMPLETING THE PRACTICUM EXPERIENCE.

Student Teaching Practicum [CORE] (Foundations / Intro to Teaching)
Student Teaching / Field Experience [CORE TEXTS] (Curriculum & Instruction)

 

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