Table 3.1 Teachers’ Highest Degrees Held Less than bachelor’s 14.6% 7.0% 2.9%0.9%0.4%0.3%0.6%0.3% Bachelor’s61.9%69.6% 61.6%50.1%48.3%46.3%43.6% Master’s or specialist degree 23.1%23.2%27.1%37.1%49.3%50.7%52.6%54.5% Doctorate 0.4% 0.1% 0.4% 0.3% 0.7% 0.5% 1.7% Source: Adapted from Digest of Education Statistics, by National Center for Education Statistics, 2001, Washington, DC: U.S. Government Printing Office. T-25 Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.

Table 3.2 Teaching Roles RoleDescription Facilitator of learningHelp students grow in their knowledge of the world. Supporter of emotional and social development Assist students in dealing with emotions and interacting with others. Guide to resourcesDirect students and their families to resources that help reduce or remove stress. Role modelUse actions and words that show students positive ways of interacting in the world. T-26 Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.

Table 3.3 Resources for Students and Families ResourceDescription School resourcesThe school counselor, librarian, principal, staff specialists, and other teachers may all be potential resources to support students and their families. Community optionsCommunity counselors, service organizations such as those sponsored by United Way, and churches are examples of community resources. State and federal programsWebsites on the Internet, crisis hotlines, and state and federal support agencies are all available for a variety of student and family needs. T-27 Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.

Table 3.4 Teacher Planning and Preparation SkillDescription Knowledge of content and pedagogy Teachers know the subjects they teach and the appropriate methods of instruction. Knowledge of studentsTeachers know the typical patterns of student learning and development and can apply that knowledge to individual students. Selecting instructional goals Teachers set appropriate learning expectations for lessons and activities. Knowledge of resourcesTeachers can locate the materials and people needed for instruction. Designing instructionTeachers plan lessons that are organized for effective learning. Assessing student learningTeachers engage in fair and meaningful evaluation of student learning. T-28 Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.

Table 3.5 Preparing a Positive Classroom Environment SkillDescription Creating an environment of respect and rapport Developing caring teacher- student and peer relationships Establishing a culture for learningAn environment in which learning is valued and meaningful experiences occur Managing classroom proceduresSuccessful management of classroom routines Managing student behaviorEffectively responding to appropriate and inappropriate student behaviors Organizing physical spacePositive use of classroom space to facilitate learning T-29 Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.

Table 3.6 Proven Instructional Techniques SkillDescription Communicating clearly and accurately Use of strong verbal and written communication skills Using effective questioning and discussion techniques Questioning and discussion strategies that expand student understanding and get them actively involved Engaging students in learning Actively involving students in significant learning Providing feedback to students Giving students continued information about their progress in learning Being flexible and responsive Spontaneously modifying lessons based on student needs and interests T-30 Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.

Table 3.7 Professional Teaching Behaviors BehaviorDescription Reflecting on teachingThoughtful consideration of what should be taught and how Maintaining accurate records Keeping written records to document student learning Communicating with families Staying in written and verbal contact with families to support student learning Contributing to the school and the district Supporting the smooth functioning of the school and school district Growing as a professional Taking courses and workshops and talking to others about teaching and learning Showing professionalismServing as advocates for students and their families T-31 Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.

Table 3.8 Attitudes of Effective Teachers AttitudeDescription Effective teachers are real.Teachers share their true selves with students. Effective teachers seek self-understanding. They know their own strengths and limitations, understand what is meaningful to them, are in touch with their emotions, and know their personal likes and dislikes. Effective teachers have positive expectations for students. Teachers have realistic, yet challenging, expectations for individual students and their learning. Effective teachers care about their students. They have an attitude of prizing, acceptance, and trust in relation to their students. Effective teachers are excited about learning. Teachers demonstrate to students their love of learning. Effective teachers are willing to collaborate with other adults. They see themselves as part of an educational team, take time to maintain and strengthen relationships, and value these relationships. T-32 Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.

Table 3.9 Effective Collaboration ComponentDescription See yourself as part of an educational team. Effective teachers realize that their students can be most successful when a variety of adults work collaboratively on behalf of students. By taking advantage of the insights and talents of other adults, teachers and others have a much greater chance of positively influencing students’ lives. Take time to maintain and strengthen relationships. Teachers who collaborate with other adults find the time to maintain and strengthen their rapport. The essential ingredient in this process is effective communication through such things as face-to-face contacts, telephone calls, messages, and written documents. Prize, accept, and trust other adults. When teachers set aside their own prejudices and preconceived notions and work to understand and value the contributions of other adults, many opportunities for productive collaboration on behalf of students will result. T-33 Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.

Table 3.10 Teaching Styles StyleDescription Teacher as coach Actively involved from outside the learning experience in giving directions, providing instruction, and motivating students to learn Teacher as quarterback Active member of the learning team working to facilitate learning through personal excitement and example Teacher as artist Using a deep understanding of the components of learning to create unique lessons and activities that facilitate student learning Teacher as actor Making learning exciting and meaningful through actions and words Teacher as counselor Making the support of students’ social and emotional development central to teaching Teacher as manager Creating a supportive learning environment in which students are eager to work individually and in groups T-34 Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.