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Teaching with Purpose
An Inquiry into the Who, Why, And How We Teach
Authors:
Publisher:
2016
Summary
For five days a week for approximately nine months out of the year totaling countless hours, teachers work with other people’s most treasured gifts—their children. That the teacher is the most important element in fostering an energetic, engaging, and inspiring classroom environment where authentic learning can unfold cannot be overstated. Indeed, it is the teacher who understands self or does not; it is the teacher who is prepared or is not; it is the teacher who has command of subject matter or does not; it is the teacher who inculcates in an appropriate way or does not; and, it is the teacher who is patient, understanding, empathetic, and enthusiastic or is not. To that end, Teaching With Purpose underscores what it means to be an insightful teacher, foundationally emphasizing that the central aspect toward richly transforming education is through the professionalization of what it means to be a teacher. Written in accessible language, and attentive to connecting theory to practice, the benefits and features of this book are mindful of a diverse readership.
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Bibliographic data
Copyright Year
2016
ISBN-Print
978-1-4758-1294-7
ISBN-Online
978-1-4758-1295-4
Publisher
Rowman & Littlefield, Lanham
Language
English
Pages
185
Product Type
Monograph
Table of contents
ChapterPages
Contents No access
Preface No access
Acknowledgments No access
Introduction No access
Chapter One: An Earned Privilege No access
Chapter Two: Establishing a Personal Philosophy of Education No access
Chapter Three: The Decisive Relevance of Disposition No access
Chapter Four: Six Dispositions of Significance No access
Chapter Five: Reflective Thinking—Thoughtful Action No access
Chapter Six: Hardwired to Be in Relationships No access
Chapter Seven: Fostering the Teacher–Student Relationship No access
Chapter Eight: Cultivating Dialogue No access
Chapter Nine: The Flow of Integrity No access
Chapter Ten: Other Relationships No access
Chapter Eleven: To Be in Relationships Is toCelebrate Diversity No access
Chapter Twelve: The Character of Inspiration No access
Chapter Thirteen: Inspiration and theAutobiographical Nature of Teaching No access
Chapter Fourteen: Inspiration Leads to an Artistic Act No access
Chapter Fifteen: The Critical Relevance of Theory No access
Chapter Sixteen: Paving the Way Toward Child/Developmental Psychology No access
Chapter Seventeen: An Overview of Behaviorism, Cognitivism, and Humanism No access
Chapter Eighteen: Knowledge of Pedagogy and Knowledge of Classroom Management No access
Chapter Nineteen: Knowledge of Learning,Knowledge of Students, andKnowledge of Subject Matter No access
Chapter Twenty: Two Different Processes No access
Chapter Twenty-one: The Emergence of a Testing Movement No access
Chapter Twenty-two: Moving into an Era of High-Stakes Testing No access
Chapter Twenty-three: Four Harmful Effects ofHigh-Stakes Testing No access
Chapter Twenty-four: Emphasizing Formativeand Portfolio Assessments No access
Chapter Twenty-five: Teacher as Leader No access
Chapter Twenty-six: Teacher Leadership and the Greatest Challenge: Poverty No access
Chapter Twenty-seven: It Takes a Village No access
