Chapter 1 Flashcards
Who are the majority of teachers in the United States?
White women
What are the most common reasons to teach?
1) desire to work with the youth
2) the value of education in society
3) interest in a subject
4) the influence of a teacher or of family
5) the teaching schedule
6) job security
7) opportunity of a lifetime of self-growth
What is the traditional path to becoming a teacher?
Through a university based teacher program
True or False….. Effective teachers have the same style of learning
False
teaching the whole child
attending to all the developmental stages and needs, along with teaching them grade-level and subject area matter
achievement gap
a disparity among students, as some excel while others languish in respect to learning
Praxis Series
test by the ETS used to see if someone is qualified to teach
National Council For Accreditation of Teachers (NCATE)
organization that accredits university teacher education programs to allow students to graduate and teach in schools
clinical internship
extended fieldwork where teacher candidates teach lessons and, fora designed time frame, take over all classroom duties
cooperating teacher
host and mentor teacher
Teach for America
organization whose goal is to increase the number of teachers willing to tackle the challenges of classrooms on low-income areas
profession
an occupation that meets certain criteria including
1) extensive training to enter
2) inclusion of a cod of ethics
3) service as the primary product
National Education Association (NEA)
the largest professional education association in the United States
American Federation of Teachers (AFT)
America’s second largest professional association for teachers
collective bargaining
negotiating with employers and states to gain additional benefits for their members
Interstate New Teacher Assessment and Support Consortium
An organization that specifically deals with the needs of, and standards for, beginning teachers
professionalism
involves attitudes and actions that convey respect, uphold high standards, and demonstrate commitment to those served
advocate for students
support and defend students, always put their needs first
academic rigor
teaching meaningful content and having high expectations for student learning
developmental appropriateness
teaching addresses students’ physical, cognitive, social, emotional, and character development
dispositions
composed of our attitudes, values, and beliefs
reflective practitioners
we deliberately think about out practices (what we do as teachers)
Partnership with 21st century skills
leading advocacy organization focused on infusing 21st-century skills into education
standards
expectations for teachers and what they know and should be able to do
