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, taughtItalian, 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 DemographicsSkill Areas Around Which This Resource Guide is CenteredThe Realities of Teaching TodayA Rather Recent and in Our Opinion Unfortunate Addition to the ChallengeOrientation: No Single Shoe Fits AllStart of the School Year OrientationThe School Year and Teachers’ SchedulesTeaching TeamsThe Community of Learners ConceptNontraditional SchedulingQuality Education for Every StudentInstruction that is DifferentiatedResponsive Practices for Helping Each Student SucceedMiddle-Level SchoolsHigh SchoolsThe Fundamental Characteristic of Quality EducationCommitted TeachersReflective Decision MakingSchool LeadershipEffects of No Child Left Behind LegislationParents, Guardians, and the CommunityCommunity Service LearningThe Emergent Overall Picture: Current Actions, Trends, Problems, and IssuesKey Trends and Positive Practices Major Problems, Concerns, and IssuesMeeting the Challenge: Initial Guidelines for Recognizing and Providing for Student Differences Thereby Effectively Differentiating the InstructionReviewing The Developmental Characteristics of Young People of Particular Age GroupsYoung Adolescents (Ages 9–14)Older Adolescents (Ages 15–19)SummaryQuestions for Class DiscussionExercisesReferences  CHAPTER 2: Teacher Professional ResponsibilitiesThe Teacher as a Reflective Decision MakerDecision-Making Phases of InstructionReflection, Locus of Control, Sense of Self-Efficacy, and Teacher ResponsibilitySelected Legal GuidelinesStudent RightsCellular Phones and Other Handheld Electronic Devices in the ClassroomTeacher Liability and InsuranceStudent Safety Should Always be on Your MindTeaching StyleMultilevel Instruction, Individualized Instruction, and Differentiated Instruction: A Clarification of TermsThe Theoretical Origins of Teaching Styles and Their Relation to ConstructivismCommitment and ProfessionalismNoninstructional ResponsibilitiesInstructional ResponsibilitiesIdentifying and Building Your Instructional CompetenciesCharacteristics of the Competent Classroom Teacher: An Annotated ListTeacher Behaviors Necessary to Facilitate Student LearningThree Basic Rules for Becoming a Competent TeacherFacilitating Behaviors and Instructional Strategies: A ClarificationStructuring the Learning EnvironmentAccepting and Sharing Instructional AccountabilityDemonstrating Withitness and OverlappingProviding a Variety of Motivating and Challenging ActivitiesModeling Appropriate BehaviorsFacilitating Student Acquisition of DataCreating a Psychologically Safe EnvironmentClarifying Whenever NecessaryUsing Periods of SilenceQuestioning ThoughtfullyTools For InstructionThe InternetProfessional Journals and PeriodicalsThe ERIC Information NetworkCopying Printed MaterialsThe Classroom Writing BoardThe Classroom Bulletin Board and Other Nonprojected Visual DisplaysThe Community as a ResourceGuest Speaker or PresenterField TripsMedia ToolsComputers and Computer-Based Instructional ToolsUsing Copyrighted Video, Computer, and Multimedia ProgramsDistance LearningSummaryQuestions For Class DiscussionExercisesReferences  CHAPTER 3: Thinking and Questioning: Skills for Meaningful LearningTeaching Thinking for Intelligent BehaviorCharacteristics of Intelligent BehaviorDirect Teaching for Thinking and Intelligent BehaviorPurposes for Using QuestioningQuestions to Avoid AskingTypes of Cognitive Questions: A GlossaryAnalytic QuestionClarifying QuestionConvergent-Thinking QuestionCueing QuestionDivergent-Thinking QuestionEvaluative QuestionFocus QuestionProbing QuestionSocratic QuestioningLevels of Cognitive Questions and Student ThinkingGuidelines for Using QuestioningPreparing QuestionsImplementing QuestioningUsing an Audience Response Student Clicker SystemQuestions From Students: The Question-Driven Classroom and CurriculumQuestioning: The Cornerstone of Critical Thinking, Real-World Problem Solving, and Meaningful LearningSummaryQuestions For Class DiscussionExercisesReferences  CHAPTER 4: The Classroom Learning EnvironmentThe Importance of PerceptionsClassroom Control–Its Meaning–Past and PresentHistorical Meaning of Classroom ControlToday’s Meaning of Classroom Control and the Concept of Classroom   ManagementClassroom Management: Contributions of Some Leading AuthoritiesDeveloping Your Own Effective Approach to Classroom ManagementProviding a Supportive Learning EnvironmentConsider the Physical LayoutCreate a Positive Ambiance      Behaviors to Avoid When Using Encouragement to Motivate StudentsGet to Know Your Students as PeoplePreparation Provides Confidence and SuccessEffective Organization and Administration of Activities and MaterialsNatural Interruptions and Disruptions to RoutineClassroom Procedures and Guidelines for Acceptable BehaviorStarting the School Term WellProcedures Rather Than Rules; Consequences Rather Than PunishmentThe First DayProcedural Matters: What Students Need to Understand Early OnUsing Positive Rewards as MotivatorsManaging Class SessionsOpening ActivitiesSmooth Implementation of the LessonTransitions Within LessonsInappropriate Student BehaviorTransient Nondisruptive BehaviorsDisruptions to LearningDefiance, Cheating, Lying, and StealingBullying, Fighting, Sexual Misconduct, and ViolenceTeacher Response to Student MisbehaviorDirect Versus Indirect Assertive Intervention Strategies: A ClarificationOrder of Behavior Intervention StrategiesTeacher-Caused Student MisbehaviorScenarios for Case Study ReviewPreventing a Ship From Sinking is Much Easier Than is Saving a Sinking One: Mistakes to AvoidSituational Case Studies for Additional ReviewSummaryQuestions for Class DiscussionExercisesReferences  CHAPTER 5: The Curriculum: Selecting and Setting Learning ExpectationsProgram Organization: Providing Successful TransitionsCurriculum and Instruction: Clarification of TermsCore CurriculumCurriculum Content: Essential Versus SupplementalExploratory OpportunitiesCo-Curricular Versus ExtracurricularAdvisory/Homebase ProgramPlanning for Instruction: Three LevelsTeacher–Student Collaborative Team PlanningReasons for PlanningComponents of an Instructional PlanCurriculum Content Selection: Documents that Provide GuidanceCurriculum StandardsCurriculum Standards and High-Stakes TestingStudent TextbooksBenefit of Textbooks to Student LearningProblems with Reliance on a Single TextbookGuidelines for Textbook UseMultitext and Multireadings ApproachBeginning to Think About the Sequencing of ContentPreparing for and Dealing with ControversyAims, Goals, and Objectives: The Anticipated Learning OutcomesInstructional Objectives and Their Relationship to Aligned Curriculum and Authentic AssessmentLearning Targets and Goal IndicatorsOvert and Covert Performance OutcomesBalance of Behaviorism and ConstructivismTeaching Toward Multiple Objectives, Understandings, and Appreciations: The Reality of Classroom InstructionPreparing Instructional ObjectivesComponents of a Complete Objective Classifying Instructional Objectives The Domains of Learning and the Developmental Needs of           StudentsCognitive Domain HierarchyAffective Domain HierarchyPsychomotor Domain HierarchyUsing the TaxonomiesObserving for Connected (Meaningful) Learning: Logs, Portfolios, and JournalsCharacter Education and the Domains Of LearningLearning That Is Not Immediately ObservableIntegrated CurriculumLevel 1 Curriculum IntegrationLevel 2 Curriculum IntegrationLevel 3 Curriculum IntegrationLevel 4 Curriculum IntegrationLevel 5 Curriculum IntegrationIntegrated Curriculum in a Standards-Based EnvironmentPlanning for Instruction: A Seven-Step ProcessThe SyllabusUse and Development of a SyllabusContent of a SyllabusSummaryQuestions for Class DiscussionExercisesReferences  CHAPTER 6: Planning the InstructionThe Instructional UnitPlanning and Developing any Unit of InstructionUnit Format, Inclusive Elements, and Time DurationTheoretical Considerations for the Selection of Instructional StrategiesDecision Making and Strategy SelectionDirect and Indirect Instruction: A Clarification of TermsDegrees of DirectnessPrinciples of Classroom Instruction and Learning: A SynopsisConceptual and Procedural KnowledgeDirect Versus Indirect Instructional Modes: Strengths and Weaknesses of EachSelecting Learning Activities that are Developmentally AppropriateStyles of Learning and Implications for TeachingLearning ModalitiesLearning StylesThe Three-Phase Learning CycleLearning Capacities: The Theory of Multiple IntelligencesThe Learning Experiences LadderDirect, Simulated, and Vicarious Experiences Help Connect Student LearningPlanning and Developing an Interdisciplinary Thematic UnitSpecific Guidelines for Developing an Interdisciplinary Thematic UnitDeveloping the Learning Activities: The Heart and Spirit of the ITUThe Common ThreadInitiating ActivitiesDevelopmental ActivitiesCulminating ActivityPreparing the Lesson PlanRationale for Preparing Written PlansAssumptions about Lesson PlanningA Continual ProcessWell Planned but Open to Last-Minute ChangeThe Problem of TimeThe Pressure of Standards-Based and High-Stakes Testing and the Felt Need to “Cover” the Prescribed CurriculumCaution about “The Weekly Planning Book”Constructing a Lesson Plan: Format, Elements, and SamplesFor Guidance, Reflection, and ReferenceBasic Elements in a Lesson PlanDescriptive DataGoals and ObjectivesSetting the Learning ObjectivesA Common Error and How to Avoid ItNo Need to Include All Domains and Hierarchies in Every LessonRationaleProcedureAssignmentsSpecial Considerations, Notes, and RemindersMaterials and Equipment to be UsedAssessment, Reflection, and RevisionSummaryQuestions for Class DiscussionExercisesReferences CHAPTER 7: Assessing and Reporting Student AchievementPurposes and Principles of AssessmentThe Language of AssessmentAssessment and EvaluationMeasurement and AssessmentValidity and ReliabilityAuthentic Assessment: Advantages and DisadvantagesDiagnostic, Formative, and Summative AssessmentAssessing Student Learning: Three AvenuesAssessing What a Student Says and DoesAssessing What a Student WritesAssessment for Affective and Psychomotor Domain LearningStudent Involvement in AssessmentUsing PortfoliosUsing ChecklistsMaintaining Records of Student AchievementRecording Teacher Observations and JudgmentsGrading and Marking Student AchievementCriterion-Referenced Versus Norm-Referenced GradingDetermining GradesTesting for AchievementStandardized (Formal) Versus Nonstandardized (Informal) TestsPurposes for Informal TestingFrequency for Informal TestingAnxiety: Symptom Recognition and Helping Students (and Yourself) Deal with ItTest ConstructionAdministering TestsControlling CheatingDetermining the Time Needed to Take a TestPreparing Assessment ItemsClassification of Assessment ItemsPerformance TestingGeneral Guidelines for Preparing for Informal Assessment of Student LearningAttaining Content ValidityAssessment Items: Descriptions, Examples, and Guidelines for Preparing and Using 12 TypesArrangementCompletion DrawingCompletion StatementCorrectionEssayGroupingIdentificationMatchingMultiple ChoicePerformanceShort ExplanationTrue–FalseReporting Student AchievementThe Grade ReportTeacher Parental/Guardian ConnectionsContacting Parents/GuardiansMeeting Parents/GuardiansParent/Guardian ConferenceDealing with an Angry Parent or GuardianSummaryQuestions for Class DiscussionExercisesReferences  CHAPTER 8: The Thinking Curriculum: Using Teacher Talk, Demonstrations, Inquiry, and GamesTeacher Talk: Formal and InformalCautions in Using Teacher TalkTeacher Talk: General GuidelinesTeacher Talk: Specific GuidelinesDemonstrationReasons for Using DemonstrationsGuidelines for Using DemonstrationsInquiry Teaching and Discovery LearningProblem SolvingInquiry Versus DiscoveryTrue InquiryThe Critical Thinking Skills of Discovery and InquiryIntegrating Strategies for Integrated LearningEducational GamesClassification of Educational GamesFunctions of Educational GamesSummaryQuestions for Class DiscussionExercisesReferences  CHAPTER 9: Mastery Learning and Differentiated InstructionToday’s Emphasis: Quality Learning for Every StudentAssumptions About Mastery, or Quality, LearningElements of Any Mastery Learning Model: The Cycle of TeachingStrategies for Personalizing (Individualizing) the Instruction Now!Working with and Individualizing the Learning Experiences for Specific LearnersRecognizing and Working with Students with Special NeedsRecognizing and Working with Students of Diversity and DifferencesLanguage-Minority StudentsRecognizing and Working with Students Who are GiftedCurriculum TrackingMeaningful Curriculum Options: Multiple Pathways to SuccessRecognizing and Working with Students Who Take More Time but are Willing to TryRecognizing and Working with Recalcitrant LearnersRecognizing and Working with Abused ChildrenLearning AloneSummaryQuestions For Class DiscussionReferences  CHAPTER 10: Organizing and Guiding Student Learning in GroupsLearning in PairsThe Learning CenterLearning in Small GroupsPurposes for Using Small GroupsCooperative LearningThe Cooperative Learning Group (CLG)The Theory and Use of Cooperative LearningRoles Within the Cooperative Learning GroupWhat Students and the Teacher Do When Using Cooperative Learning GroupsWhen to Use Cooperative Learning GroupsCooperative Group Learning, Assessment, and GradingWhy Some Teachers Experience Difficulty Using CLGsLearning in Large GroupsStudent PresentationsWhole-Class DiscussionEquality in the ClassroomEnsuring EquityLearning from Assignments and HomeworkPurposes for AssignmentsGuidelines for Using AssignmentsOpportunities for RecoveryHow to Avoid Having So Many Papers to Grade that Time for Effective Planning is RestrictedProject-Centered Learning: Guiding Learning from Independent and Group Investigations, Papers, and Oral ReportsValues and Purposes of Project-Centered LearningGuidelines for Guiding Students in Project-Centered LearningWriting as a Required Component of Project-Centered LearningAssessing the Final ProductWriting Across the CurriculumKinds of WritingPreventing PlagiarismJournals and BlogsA Collection of 130 Annotated Motivational Teaching Strategies with Ideas for Lessons, Interdisciplinary Teaching, Transcultural Studies, and Student ProjectsThe Visual and Performing ArtsFamily and Consumer Economics, Foods, and TextilesEnglish, Languages, and the Language ArtsMathematicsPhysical EducationScienceSocial Studies/HistoryVocational Career EducationSummaryQuestions For Class DiscussionContent Area WebsitesReferences  CHAPTER 11: Professional Development: A Continuing ProcessProfessional Development Through Student Teaching or InternshipWhether Student Teaching or Intern Teaching, It Is the Real ThingGetting Ready for the Beginning Teaching ExperienceFirst ImpressionsContinuing to Get ReadyStudent Teaching from the Cooperating Teacher’s Point of ViewComments from the University SupervisorWhat to do Before an ObservationWhat to do During an ObservationWhat to do During an Observation ConferenceWhat to do After the Supervisor LeavesFinding a Teaching PositionGuidelines for Locating a Teaching PositionThe Professional Career Portfolio (Or How to Get Hired by Really Trying)Resources for Locating Teaching VacanciesThe Professional RésuméThe In-Person InterviewProfessional Development Through Reflection and Self-AssessmentProfessional Development Through MentoringIt 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 MapProfessional Development Through Inservice and Graduate StudyProfessional Development Through Participation in Professional OrganizationsProfessional Development Through Communications with TeachersProfessional Development Through Off-Teaching Work ExperienceProfessional Development Through Micro Peer TeachingQuestions for Class DiscussionSummaryReferences  GLOSSARYSUBJECT INDEX