Manual Introduction: Please click the Title to view the Introduction
This interactive training manual is designed for pre-admitted candidates in preparation for educator preparation program admission process.
The Teacher Education Advisement and Partnership Center (TEAP-C) is:
Using this manual is a demonstration of your willingness and commitment to fulfilling your potential as a pre-candidate, candidate, and ultimately as an educator.
There are written and creative exercises, and on and offline activities for you to complete and share. Keep a separate notebook or a section in an existing notebook to write answers, questions, comments, notes, feedback, etc., related to this manual.
It is intended that you work individually and also form small teams of 4-6 students who meet at least twice a month to discuss and share information, ideas, questions, and activity results.
Some of the exercises require you to independently research, and to be creative and go beyond what’s given.
Manual: Please click the Titles to view the Chapters
Attributes of Professionalism
Whether you admit it or not, you are judged and you judge others based on appearance. You perceive race, gender, economic status, hygiene, personal style, and other physical expressions, then make assumptions and draw conclusions about appearance. Being professional requires dressing appropriately for the environment in which you are working. As a teacher you are a model for your students and you set standards of excellence for them to emulate. Being clean, neat, and clothing appropriate is an absolute must.
Respect and Civility
Respect and civility are the cornerstones of any relationship. As education students and then teachers, you are in a relationship with your professors, classmates, students you teach, parents, principal, administrators, fellow teachers, aids, and all support staff from custodial teams to cafeteria employees. Demonstrating respect acknowledges that you understand everyone is valuable and being civil in your verbal and nonverbal communication is key to expressing this belief. Regardless of circumstances, including disagreements, it is important to remain in control of your emotions and tactful in your communication. When this doesn’t happen, people stop listening to each other and progress is stopped.
What response do you have to what they are doing? What feelings do you get, knowing that this organization exists? How does this organization correlate with respect and civility? What does this organization inspire in you?
Dependability & Punctuality
Your colleagues and students count on you. There is interdependence in school and other educational and business environments and it is imperative that everyone is prepared and committed to doing what is expected of them. A late teacher can cause havoc in the classroom and force others to compensate for his/her tardiness. In the event of an unavoidable absence, it is a teacher’s responsibility to have prepared lesson plans along with accompanying materials that can be easily located in the classroom and followed by a substitute or other fill-in person.
Staying abreast of new educational trends and teaching techniques is also an aspect of dependability. Parents and students depend on your observation skills and other evaluation tools to measure progress. They also rely on your professional expertise in recommending and implementing learning modalities that are best suited to each student. Accountability, which is taking responsibility for your actions, is another component of dependability.
Punctuality shows that you value and respect other people’s time, position, and preparation. As a student, being ”in class, on time, every day,” helps:
What are some techniques that can help with punctuality?
How can it inconvenience you when someone is late or doesn’t show for an appointment with you?
Why is it important to be dependable and punctual?
Excellent Verbal and Written Communication Skills
As a teacher you are responsible for teaching students to develop excellent verbal and written communication skills. Students learn to speak from their parents and family, community, teachers, television, and other media. It is teachers who are mandated to inform and guide students to learn mainstream English. Students imitate what they hear, so it is essential that teachers speak Mainstream English, know the parts of speech, and articulate what Mainstream English is and how to recognize and utilize it. The most misused verb in English is “TO BE.” There is a chart in the back of this manual that shows its proper use.
Pronunciation is another factor in teaching language skills. Colloquial accents and jargon are not acceptable in learning environments, because they are confusing to students who are learning Mainstream English. Dropping the ing, pronouncing flat vowel sounds, and improper pronunciation and enunciation can interfere with students learning to spell, read, and speak correctly.
Accepting Feedback, Criticism, and Guidance
Evaluations are part of every professional’s career including teachers and administrators. There are many categories that are measured for competency and effectiveness. When a student, the results are graded accordingly. As a professional teacher, grades are replaced with monetary compensation, meaning your paycheck, and in some instances promotions. It is important that you understand that the purpose of critiques, criticisms, and guidance is to make you a better student and teacher. Asking what is expected of you, and if need be asking why, helps you to understand the reason for certain requests and in turn motivates you to thoroughly fulfill the requirements.
Remember, you are in a relationship with your evaluators so communication is important.
As a teacher, lifelong learning is essential. You are responsible for instilling in students a love of learning. Showing by example what expanding their knowledge can do for them as individuals and for those with whom they interact—family, friends, colleagues, etc.,—is one of the most rewarding aspects of teaching.
Engaging In Lifelong Learning
Upgrading your teaching skills and techniques, staying abreast of education trends, learning about successful traditional and non-traditional teaching methods and institutions, and interacting with colleagues helps you to grow as a teacher and maintain your teaching licensure.
There are professional-development classes sponsored by colleges, school districts, social service and political organizations, community associations, local and national foundations, and city and state programs to name a few. Areas of study can include classroom management, literacy and its many components, community and parental engagement, diversity, gender understanding, creative arts, sciences, technology, physical and psychological attributes and influences, economic disparities, and consequences, thus an endless array of topics are available for you to learn and incorporate into your teaching skill set.
Cultivating Leadership and Innovative Positioning
A number of schools, particularly urban schools, are affected by systemic racism, classism, poverty, health issues, and resource limitations. It has been proven that students in these schools are empowered when properly taught about their legacy of resilience, ingenuity, and historical traditions of world standard scientific, mathematical, agricultural, and artistic pioneering. Only through leadership, preparedness, and new educational strategies will marginalization and other restricting matters be resolved and the education gap across racial, gender, socio-economic and political lines be closed.
The need for excellent classroom teachers is tremendous and people who love classroom teaching touch the lives of many thousands throughout their careers, because their influence reaches beyond their actual students and into the world in which each student then shares his/her knowledge and a ripple effect occurs. However, in a situation such as listed above, you may aspire to leadership in administrative positions. Bear in mind that leadership is present in schools at every level, from designing curriculum, documenting staff performance to implementing school discipline strategies.
“Education for Education’s Sake”
This is a common phrase in the world of education that reminds educators and students at all levels to embrace learning not just to become employable citizens, but to enhance the quality and pleasure of daily living. Moving beyond what is familiar into new areas of exploration and involvement, challenging yourself physically or mentally to acquire a skill, and doing something creative because you have a talent or interest in it, helps you to more broadly understand and enjoy life.
There are many theories and definitions of reflective and critical thinking and they are sometimes used synonymously. For our purposes in this manual, critical thinking requires analysis of facts, evidence, and unbiased objective reasoning with a specific intended goal or outcome as the focus.
Reflective thinking includes critical thinking and speaks to our facility to examine our own thoughts, beliefs, assumptions, processes, and actions, and then conclude how they influence our choices and outcomes, as well as the impact these choices have on others with whom we interact.
Education Theories and Practices
As you survey various theories and practices used to learn and teach, you will use your critical and reflective thinking to decide which ones may work for you. It will be challenging to figure out what works best until you learn more and eventually put them into practice and see the results during field work then student teaching and eventually in a classroom of your own.
Problem Solving and Assessing Through Reflective and Critical Thinking
Every day we make assumptions, draw conclusions, and act based on emotions, history, fear, and many other unsubstantiated reasons. Acting before thinking, knowing, understanding, and assessing can cause a lot of unnecessary trouble. This habit can be broken. As teachers you can help your students avoid developing the destructive habit.
Describe these communication components in your own words:
Read the following from EricDigests.org.
Cultivating Problem Solving Skills
A problem exists when a student is curious, puzzled, confused, or unable to resolve an issue. A situation which was clear and untroubled has now become clouded or obstructed. In recent years, scholars have attempted to come up with useful, generic models of problem solving:
We live in a world of diversity in every area of life. Honoring the plethora of beauty, distinctions, and variety that is throughout humanity and nature is the only reasonable way to live if all of us are to live in harmony.
Denying one person or group’s freedom or marginalizing them in any way does not promote healthy relationships or support learning.
Promote High Expectations of Achievement for All Students
Learning can and should be exhilarating. However, when a student is chastised during the learning process there is a high likelihood of shutting down, and a lowering of confidence that leads to fear of admitting what isn’t known or understood, and a limitation of self -expression including a belief that asking questions during the learning process is wrong.
When students are respected and inspired to feel capable, they excel. This is true for people of all ages and backgrounds, and extends to students who may have been unsuccessful in one setting, while in a different environment with different strategies, they succeed.
Demonstrate Support of Diverse Inclusiveness
The word “tolerance” is used as a measure of racial, religious, ethnic, gender, and other categories of human distinctions to imply inclusiveness. Tolerance means putting up with, and no one wants to be tolerated. (Look it up.)
In an inclusive class, uniqueness is celebrated, differences are appreciated, and everyone is seen as an asset in their own way.
Dewey, J. (1993). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Houghton Mifflin Company.
Hauser, J. (1992). Dialogic classrooms: Tactics, projects, and attitude conversions. Paper presented at the National Council of Teachers of English convention, Louisville, KY. [ED 353 232]
Hunt, M. P., & Metcalf, L. E. (1968). Teaching high school social studies: Problems in reflective thinking and social understanding. New York: Harper and Row.
Lambright, L. (1995). Creating a dialogue Socratic seminars and educational reform. Community College Journal, 65, 30-34.
Shermis, S. S. (1992). Critical thinking: Helping students learn reflectively. Bloomington, Indiana: ERIC Clearinghouse on Reading and Communication Skills. [ED 341 954]
Simpson, A. (1996). Critical questions: Whose questions? The Reading Teacher, 50, 118-126. [EJ 540 595]
Wasserman, S. (1992). Asking the right question: The essence of teaching. Phi Delta Kappa Fastback 343. Bloomington, Indiana: Phi Delta Kappa Educational Foundation.
Weast, D. (1996). Alternative teaching strategies: The case for critical thinking. Teaching Sociology,24, 189-194.
Digest #143 is EDO-CS-99-04 and was published in November 1999 by the ERIC Clearinghouse on Reading, English and Communication, 2805 E 10th Street, Bloomington, IN 47408-2698, Telephone (812) 855-5847 or (800) 759-4723.
Harmin, M. (1995). Inspiring Discipline. Washington, D.C. NEA Professional Library. (Discipline)