Conditions of Use
I think it is quite difficult to present an exhaustive view of teaching. I think the text was quite comprehensive, given it's an introduction. Other books are more narrow in scope. The First Days of School, by Wong and Wong, is generally... read more
I think it is quite difficult to present an exhaustive view of teaching. I think the text was quite comprehensive, given it's an introduction. Other books are more narrow in scope. The First Days of School, by Wong and Wong, is generally considered the gold standard for new teachers, but this is a good first look at teaching, in general.
I found no evidence of inaccuracy in the text. There were places I didn't agree with whole-heartedly, as I retired from 25 years of public school teaching, all in Title I schools. I have dealt with a lot of the topics they mention regarding poverty. I wouldn't say the authors' information is inaccurate, just different than my view.
The world of education has changed a great deal in a short period of time. Prospective teachers must also be masters of the Zoom parent-teacher conference, communicate via text message, and open their classrooms to scrutiny, like never before. That said, this text does cover teaching fairly comprehensively. I appreciated the references to Linda Darling-Hammond, to Hirsch, but was surprised that Wiggins and McTighe weren't mentioned. Most new teachers will have some accountability for backwards design, especially if their schools have adopted project-based learning and STEAM. I also missed the mention of Multi-Tiered Support Systems, having evolved from the simpler Response to Intervention model. Most new teachers will also be accountable for MTSS or RTI with the added behavior interventions. It's a new world in education. I believe with a few revisions to reflect the major changes, this text will be an excellent resource for pre-program teaching candidates to decide whether a teaching career is right for them.
The text appears to be written for a pre-program teacher candidate, possibly a high school senior. While there were some specific vocabulary that might be challenging for someone who is not a teacher, there were explanations and additional resources to add to the reader's growing understanding of teaching.
The book was arranged helpfully with initial objectives for reading and follow-up thinking prompts. Each chapter followed a predictable structure.
I prefer a book that can be easily segmented. This text has solid, stand-alone chapters yet supportive of the central message.
For the most part, this text is organized in a clear fashion. Chapter 6: What Makes an Effective Teacher, might be useful if directly following Chapter 1, Why Teach? The two chapters build very well on one another. Because each chapter is a fairly good stand-alone, however, this isn't a huge issue as a reader.
There were some readability issues with graphs and charts. For instance, the t-chart on page 14 was cut off, and on page 74 I could not see the Fixed Mindset portion of the chart.
I found no significant areas for revision of grammar.
The text addresses topics that relate to culture, equity, and inclusion, however there have been significant changes in policy and norms. I'm wondering if these chapters should be moved up towards the beginning and double-checked for content.
Table of Contents
- 1. Why Teach?
- 2. What is the Purpose of School?
- 3. Who are Today's Students?
- 4. How Do Social Issues Affect Students?
- 5. What is Taught?
- 6. What Makes an Effective Teacher?
- 7. What is a Positive Classroom Environment?
- 8. What are the Ethical and Legal Issues in Schools?
- 9. What is an Educational Philosophy?
- 10. Excellence or Equity...Which is More Important?
- 11. What Can a New Teacher Expect?
About the Book
This book was written to provide students with an introduction to the field of education. The book is broken into chapters that focus on questions students may have about education in general. Although some chapters may go into more depth than others, this is created as an introductory text.
About the Contributors
Jennifer Beasley has more than 25 years of experience in education as an elementary school teacher, gifted facilitator, university professor, and education consultant. She is currently the Director of Teacher Education at the University of Arkansas and a professor in the Department of Curriculum and Instruction. Beasley specializes in Gifted Education, Differentiated Instruction, Understanding by Design, Teacher Education, Professional Development, and the Integration of Technology in the Classroom.
Myra Haulmark began her 25 plus years in education as a speech pathologist and gifted programs coordinator in K-12 schools. Myra is currently the Director of Teacher Licensure at the University of Arkansas and works with teacher candidates as they prepare for state licensure and provides training and support in the areas of reciprocity and teacher ethics to students during their educator preparation programs.