| CONTEXT |
THE TEACHER UNDERSTANDS AND/OR USES THE FOLLOWING SKILLS AND/OR PRACTICES: |
| |
Principle
#1
|
Principle
#2
|
Principle
#3
|
Principle #4
|
Principle #5
|
Principle
#6
|
Principle
#7
|
Principle
#8
|
Principle
#9
|
Principle
#10
|
| |
Content Knowledge; Tools of Inquiry
|
Intellectual Social, & Personal Develop.
|
Adaptation to
Diverse Learners
|
Instruct’l Strategies: Critical Thinking, Prob. Solv. Skills
|
Active Indiv/Grp. Engagem. In Learning Commun.
|
Verbal, Non-verbal, & Media Communic.
|
Planning: Knowledge of Content, Students & Curr. Goals
|
Formal
and Informal
Assessment
|
Reflective Practitioner/
Seeks Prof. Growth
|
Fosters Relationsh. w/Colleag. & Commun.
|
|
CHAPTER 1: TEACHING NEW CONCEPTS AND SKILLS
|
|
Urban- Latino
|
Case 1: A Case of Ganas - The story of an E.L.L. student’s desire to learn conveys a teacher’s sense of failure while paradoxically revealing the student’s new understanding of her own learning. |
| |
X
|
X
|
XX
|
X
|
X
|
|
|
|
X
|
|
|
Urban- African-American
|
Case 2: Moments of Truth: Teaching Pygmalion - A teacher finds that issues of language and social status cloud her genuine attempts to introduce a new approach to Pygmalion. |
| |
X
|
X
|
X
|
XX
|
X
|
|
X
|
|
X
|
|
|
Multi-Ethnic
|
Case 3: Attempting to Teach Self-Esteem - A teacher’s idealistic efforts to address problems of poverty and self-esteem in one lesson fall flat. |
| |
|
XX
|
|
X
|
X
|
|
|
|
X
|
|
|
CHAPTER 2: INTEGRATING NON-ENGLISH SPEAKERS INTO THE CLASSROOM
|
|
Urban-
E.L.L.
|
Case 4: Then and Now: Insights Gained for Helping Children Learn English - A teacher compares her early-career attempt to teach a non-English speaker with a similar situation 25 years later. |
| |
|
X
|
XX
|
|
X
|
|
|
|
X
|
|
|
Urban- E.L.L.
|
Case 5: Please, Not Another ESL Student - In collaborating with a colleague, a teacher discovers that English Language Learner students can learn from their English-speaking peers as well as from the teacher. |
| |
|
X
|
XX
|
X
|
X
|
|
X
|
X
|
X
|
|
|
CHAPTER 3: INTERACTION WITH STUDENTS
|
|
Urban- African-American
|
Case 6: Fighting For Life in Third Period - A returning teacher’s naive expectations come up against the harsh realities of an inner-city school. |
| |
|
X
|
X
|
|
XX
|
|
|
|
X
|
|
| CONTEXT |
THE TEACHER UNDERSTANDS AND/OR USES THE FOLLOWING SKILLS AND/OR PRACTICES: |
|
Urban- African-American
|
Case 7: Drained By One Troubled Child: Did I Help? - A teacher must balance the unanswerable needs of a special student with the demands and needs of an entire class. |
| |
|
X
|
XX
|
|
X
|
|
|
|
X
|
|
|
Urban- African-American
|
Case 8: Darius: I Hope He Makes It! - A teacher’s heroic attempts to keep faith with a student fails when the student is suspended from school. |
| |
|
X
|
XX
|
|
X
|
|
|
|
X
|
|
|
Spanish-Bilingual Education
|
Case 9: A Trip to Hell - A teacher experiences unanticipated difficulties with his pull-out bilingual class. |
| |
|
X
|
X
|
X
|
XX
|
|
|
|
X
|
|
|
Spanish-Bilingual Education
|
Case 10: From "Outsider" to Active Learner: Struggles in a Newcomer School - A teacher illustrates the complexities of the immigrant experience and the importance of establishing social supports and trust with her students. |
| |
|
X |
XX
|
|
X
|
|
|
|
X
|
|
|
CHAPTER 4: THE INFLUENCE OF PARENTS AND COMMUNITY
|
|
Asian
|
Case 11: My "Good Year" Explodes: A Confrontation With Parents - A teacher’s career and reputation are threatened when active parents express dissatisfaction with her performance. |
| |
XX
|
X
|
X
|
X
|
|
|
|
|
X
|
XX
|
|
Asian
|
Case 12: Opening Pandora’s Box: The Mystery Behind an "Ideal Student" - A teacher becomes more sensitive to different cultural norms as a result of a child’s outburst during a parent-teacher conference. |
| |
|
X
|
XX
|
|
X
|
|
|
|
X
|
XX
|
|
Multi-Ethnic
|
Case 13: Home Visits - A teacher promotes entering her students’ tense and sometimes hostile communities to gain mutual understanding and cooperation with their extended families. |
| |
|
|
|
|
|
|
|
|
X |
XX
|
