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Training Teachers

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Foreword
by Elizabeth Jones

Introduction

How to Use this Book

 

Section 1 - Changing Our Approach to Teacher Education

 

Chapter 1 - Context for Adult Learning

Learning Styles

Teacher Developmental Stages

Implications for Training Approaches

 

Chapter 2 - New Emphasis for Teacher Education

Training for Constructing Knowledge

Training for Dispositions

Training for New Roles

Training for Embracing Diversity

Planting the Seed

 

Section 2 - Tools for the Harvest

 

Chapter 3 - Landscaping for Construction

What's the Big Idea?

Naming What You Know

Propagate, Germinate, Cultivate

A Walk in the Garden

Once Is Not Enough

 

Chapter 4 - Awareness Tools

Childhood Memories

Strategy: Introduce yourself as a childhood message

Strategy: Share your memories of mealtime

Strategy: Remember your favorite times

Name It

Strategy: Making friends with a baby

Strategy: Principles for working with parents

Strategy: The job game

Strategy: Kinds of learning

Reflective Writing

Strategy: Open-ended writing

Strategy: Questions to guide writing

Observation Checklists

 

Chapter 5 - Active Tools

Simulating Experiences

Strategy: Dance the WHIRR WHIRR WHIRR

Strategy: Contrasting teaching styles

Strategy: A playful experience

Strategy: How do you learn?

Scavenger Hunts

Strategy: Search and find

Strategy: Outdoor play possibilities

Strategy: A place where I belong

Games

Strategy: Hazard Pictionary Guessing Game

Strategy: DAP sorting

Kinesthetic Activities

Strategy: Put yourself on the continuum

Strategy: Obstacles to worthy wages

 

Chapter 6 - Story Tools

Storytelling

Strategy: Sensitivity theater

Strategy: ABZ Child Care Center story

Strategy: A day at Sunnyday Co-Op Preschool

Strategy: Persona doll stories

Scenarios

Strategy: Child guidance scenarios

Strategy: Deciding on strategies to support play

Role Plays

Strategy: Conflict at Little Darlings Child Care Center

Strategy: Tension in Head Start

Literature, Biographies, and Videos

Classroom Video Clips

Strategy: Action in the art areas

Strategy: Snowmen and buttons

 

Chapter 7 - Symbolic Tools

Props to Represent Ideas

Strategy: Picture this environment

Strategy: Represent self-esteem

Strategy: Represent environmental dimensions

Strategy: Props for teacher roles

Strategy: Representing the project approach to curriculum

Metaphors to Explore Concepts

Strategy: True confessions in four corners

Planting the Seed

 

Section 3 - Dispositions and Roles for Effective Teaching

 

Chapter 8 - Teacher Expectations

 

Chapter 9 - Clarifying Core Dispositions

Disposition: Delight in and Be Curious about Children's Development

Strategy: Pose questions for observing children

Strategy: Children as the focus of our research

Disposition: Value Children's Play

Strategy: Recognizing the kinds of play

Strategy: Caution - no adults at play

Disposition: Expect Continuous Change and Challenge

Strategy: Together make a sentence

Strategy: Professional preschool teacher

Strategy: Be honest with yourself

Disposition: Be Willing to Take Risks and Make Mistakes

Strategy: Passion plays

Strategy: Think of a time

Disposition: Provide Time for Regular Reflection and Self-Examination

Strategy: Reflective writing

Strategy: Bedtime memory

Strategy: Examine attitudes toward mistakes

Strategy: Define personal space

Disposition: Seek Collaboration and Peer Support

Strategy: Mentor teachers

Strategy: Two heads are better than one

Strategy: Pay a visit

Disposition: Be a Watchdog and Whistle-Blower

Strategy: Examine group identities

Strategy: TV game show

Strategy: Conduct interviews

 

Chapter 10 - New Roles for Teachers

Strategy: The teacher's role by any other name

Strategy: Hats, props, and videotapes

Strategy: Researching roles

Strategy: Observation checklists and notepads

Strategy: Early childhood junk mail

Strategy: New roles for the playground

Planting the Seed

 

Section 4 - Training for Culturally Sensitive and Anti-Bias Practices

 

Chapter 11 - Our Journey and Developmental Process

Cultural Blinders Regarding DAP

Forgetting What We Know

Goals Beyond Exposure to Diversity

Dispositions that Help

 

Chapter 12 - Guiding Principles and Strategies

Naming Our Assumptions

Implications for Training

Guiding Principles

Dialogue Process

Inclusive Practices

Awareness Tools

Strategy: Childhood message about yourself as a learner

Strategy: Guided writing

Active Tools

Strategy: Map out experiences

Strategy: Move to tell us about you

Strategy: Developmental milestones on the road I've traveled

Story Tools

Strategy: Tell the story of your name

Strategy: Persona stories about learners

Symbolic Tools

Strategy: Choose a picture to describe yourself

 

Chapter 13 - Training to Heighten Cultural Sensitivity

Possible Cultural Conflicts

Providing Cultural Continuity

Awareness Tools

Strategy: Share memories of "how we did it"

Strategy: Red flags in magazines and professional literature

Active Tools

Strategy: Welcome those parents

Strategy: An integrated preschool

Strategy: Losing beans

Story Tools

Strategy: Consider this scene

Strategy: Gina's story

 

Chapter 14 - Specific Training on Anti-Bias Practices

Understandings Needed

Awareness Tools

Strategy: What is American culture?

Strategy: Walk down dominant culture way

Strategy: The label game

Strategy: Basis and forms of bias

Strategy: An "isms" self-portrait

Strategy: The trouble I've seen

Strategy: Face those feelings

Strategy: Words I've heard

Active Tools Strategy: Examine curriculum collections

Strategy: Research what children notice and think

Strategy: Adapting circle time Story Tools

Strategy: Explore the developmental task

Strategy: Intervening when bias occurs

Strategy: Choices for responding to bias

Strategy: How to decide on integrating a child

 

Chapter 15 - What to do about Holidays

Awareness Tools Strategy: The best and the worst of times

Strategy: Why we do it

Strategy: Images, messages, and meaning

Active Tools

Strategy: Analyzing the curriculum

Strategy: Worksheet for decision making

Story Tools

Strategy: A book of celebrations

Planting the Seed

 

Section 5 - Training in Different Settings

 

Chapter 16 - A Methodology for All Settings

 

Chapter 17 - Workshop Settings

Goals and Format

Planning Process

Presenting and Facilitating

 

Chapter 18 - Courses and Ongoing Classes

 

Chapter 19 - On-site Training

Staff Development Models

The Supervisor as Coach

Assessing Training Needs

A Comprehensive Training Plan

Individual Training Plans

Effective Strategies

Strategy: Coaching with examinations

Strategy: Questions for a coach

Strategy: Clarifying toddler curriculum

Strategy: Broadcasting children's play

Strategy: Marketing developmentally appropriate literacy

Strategy: Making rules to construct knowledge

Planting the Seed

 

Section 6 - A Course on Child-Centered Curriculum Practices

 

Chapter 20 - Designing a Course

Planning Process

Course Syllabus and Requirements

Strategy: Book reflections

Strategy: Initial and final self-assessments

 

Chapter 21 - The Project Approach

Research Project Guidelines

 

Chapter 22 - Weekly Class Sessions

Week 1 -- Examining Current Practices

Strategy: What do you do now?

Strategy: Analyzing curriculum plans

Week 2 -- Observing for Developmental Themes

Strategy: Joys of observing

Strategy: Seeing is believing

Strategy: Questions for observing

Strategy: Webbing with themes

Strategy: Using observation skills

Week 3 -- The Research Project

Strategy: The role of the researcher

Week 4 -- Role of the Teacher

Strategy: Uncovering the curriculum theme

Strategy: Supporting children's play

Week 5 -- The Environment as Curriculum

Strategy: Examining curriculum boxes

Strategy: Tubes video

Week 6 -- Cognitive Development

Strategy: Collections

Strategy: Replay time with collections

Week 7 -- Literacy Development

Strategy: Decoding stories

Strategy: Props for literacy

Strategy: Responding to clues

Week 8 -- Sharing Research Projects and Enhancing Advocacy Skills

Strategy: Responding to pressures Strategy: Letter to parents

Strategy: Children were not born to

Planting the Seed

 

Section 7 - The Invisible Life of a Trainer

 

Chapter 23 - Training Resources and Supplies

Strategy: Never leave home without it

Strategy: Props for active learning

Strategy: Print resources

Strategy: Using technology

Strategy: Setting the stage

Strategy: Assessments and evaluations

 

Chapter 24 - Getting and Staying Organized

Strategy: Storage and transportation

Strategy: Filing and record-keeping

 

Chapter 25 - Professional Collaboration

Strategy: Networking

Strategy: Mentoring

 

Chapter 26 - Minding Your Business

Strategy: Taxes and licenses

Strategy: Promoting yourself

Strategy: Setting fees

 

Chapter 27 - Tending Your Own Garden

Strategy: Thinking in things

Strategy: All the world's a possible training strategy

Strategy: This one's for you Planting the Seed

Glossary

Recommended Resources

Appendix A - Observation Forms

Appendix B - Charts and Training Resources

Appendix C - Evaluation and Assessment Forms

Notes and References

Index

Training Teachers