Table Of Content

Building Your Teaching Skills Sixth Edition eBook Jon Saphier Mary Ann Haley-Speca Robert Gower RBT Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • (978)263-9449 • www.RBTeach.com Copyright © 2008 by Research for Better Teaching, Inc. All rights reserved. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval systems, without written permission from the publisher. Library of Congress Cataloging-in-Publication Data Saphier, Jon. The skillful teacher: building your teaching skills / by Jon Saphier, Mary Ann Haley-Speca, Robert Gower. – 6 ed. th ISBN: 978-1-886822-10-8 (pbk.); 978-1-886822-12-2 (ebk); 978-1-886822-46-7 (kindle) 1. Teaching. 2. Learning. I. Haley-Speca, Mary Ann. II. Gower, Robert R. III. Title. LB1025.3.S27 2007 371.102----dc222007007563 Printed in the United States of America SIXTH EDITION Published and distributed by: Research for Better Teaching, Inc. One Acton Place Acton, MA 01720 978-263-9449 voice 978-263-9959 fax [email protected] www.RBTeach.com Table of Contents The Skillful Teacher 6th Edition Building Your Teaching Skills Sixth Edition eBook Copyright © 2008 by Research for Better Teaching, Inc Library of Congress Cataloging-in-Publication Data Read Me First Notes to the Reader of the Kindle eBook Version of The Skillful Teacher Preface Preface Acknowledgement Acknowledgments Authors About the Authors Chapter 1 Introduction The Nature of Professional Knowledge in Teaching Plan of This Book Uses of This Book Chapter 2 Teacher Beliefs Beliefs About Intelligence and Children’s Capacity to Learn Beliefs About Learning Beliefs About Teachers and Teaching Beliefs About Schools and Schooling Part 1 INTRODUCTION TO MANAGEMENT Chapter 3 Attention Brain Research A Continuum of Tools from Authority to Attraction Analyzing Attention Behavior Matching with Attention Moves Chapter 4 Momentum Provisioning Overlapping Fillers Intrusions Lesson Flexibility Giving Notice Before Transitions Subdividing Anticipation Conclusion Chapter 5 Space Matching Space to Instruction Ownership and Privacy Recommendations on Using Space Chapter 6 Time Time as a Construct Time Allocation and Efficiency Pacing and Rhythm Chapter 7 Routines Routines for What? Clear Communication and Standards Matching Routines to Purposes Chapter 8 Discipline A Comprehensive Approach to Discipline Causes of Disruptive or Inattentive Behavior Establishing the Foundation Eliminating Disruptions Building a Climate of High Achievement Dealing with Very Resistant Students Summary Part 2 INTRODUCTION TO INSTRUCTION Chapter 9 Clarity Framing the Learning Presenting Information Creating Mental Engagement Getting Inside Students’ Heads: Cognitive Empathy Consolidating and Anchoring the Learning Questioning Chapter 10 Principles of Learning Designing for Cognitive Impact Designing for Motivational Impact Technical Principles of Design Principles Impacting Attention and Engagement Chapter 11 Models of Teaching An Example: The Inductive Thinking Model Eight Models of Teaching Patterns of Instruction Models Versus Patterns of Instruction Update on the Models of Teaching Part 3 INTRODUCTION TO MOTIVATION The Anatomy of “Caring” Chapter 12 Expectations Standards and Expectations Theories About Achievement and Development Classroom Interventions Coda Chapter 12 - Expectations - Appendix Appendix History of the Idea of “Intelligence” in the United States Chapter 13 Personal Relationship Building Why Good Personal Relations Connect to Student Achievement Six Key Teacher Traits Conclusion Chapter 14 Classroom Climate Classroom Climate: What Is It? Community and Mutual Support Risk Taking and Confidence Influence Classroom Climate Survey Part 4 INTRODUCTION TO CURRICULUM Chapter 15 Curriculum Design Agreements of Curriculum Defining Elements of Curriculum A Lesson Looked at from a Curriculum Point of View Lesson Planning and Instruction Indicators of a Well-Developed and Coherent Curriculum Conclusion Chapter 16 Objectives Thinking in Terms of Student Mastery Five Kinds of Teacher Thinking Distinguishing Thinking Skill Objectives and Mastery Objectives Chapter 17 Planning Curriculum Units, Lesson, and Spontaneous Teaching Skills The Twenty-One Planning Decisions Conclusion Chapter 18 Learning Experiences Sources of Information Resources Personal Relevance Type of Interdependence Degree of Supervision Self-Expression Degree of Abstraction Cognitive Level Structuring Grouping and Interpersonal Complexity Information Complexity Sensory Channels Scale Summary Chapter 19 Assessment Twelve Components of Good Classroom Assessment Component 1: Determining the Assessment Task Component 2: Communicating the Standards of Performance Component 3: Assessing Current Knowledge Before Instruction Component 4: Frequent Data Collection and Teacher Record Keeping Component 5: Frequent High-Quality Feedback to Students Component 6: Student Self-Assessment Component 7: Student Record Keeping About Progress Component 8: Frequent Error Analysis by the Teacher Component 9: Error Analysis by Students Component 10: Planning and Reteaching Component 11: Goal Setting and Action Planning by Students Component 12: Reporting Systems Including Three-Way Conferences Validity and Reliability Methods of Data Gathering on Student Learning Written Tests Observation of Performance Reflecting on Assessment Parting Thoughts Appendix to Assessment Appendix to Assessment The Missing Key Dilemma Rubrics and Benchmarks Wrapping Mom’s Lamp Grade Level 6–8 Task Chapter 20 Overarching Objectives Interactive Teaching Curricular Choices and Materials The Hidden Curriculum Emphasis Within Dimensions Matching Dimensions to Needs of Classes or Individuals Name Index Name Index Subject Index Subject Index Preface We have written this book to assist teachers in their efforts to build greater competence in teaching skills. Our values are obvious. We believe that many things are important for good schools: curriculum is important; parental involvement is important; having a clean, safe building is important. But of all the things that are important to having good schools, nothing is as important as the teacher and what that person knows, believes, and can do. That is where the rubber meets the road in our business. In between the previous edition of The Skillful Teacher and this one, research has overwhelmingly supported this position (Gross, 1999; Mendro and Bebry, 2000; Muijis and Reynolds, 2000; Sanders and Rivers, 1996). Teacher effects dwarf all others on student learning. A teacher’s skill makes a difference in student performance, not only in achievement scores on tests (as important as that might be) but also in students’ sense of fulfillment in school and their feelings of well-being. We do not mean to imply that being skillful substitutes for other human qualities, but we will argue that whatever else teachers do, they perform in the classroom and their actions set the stage for students’ experiences. Therefore, only a skillful performance will do. Our exploration of teaching in this book is guided by three key concepts: comprehensiveness, repertoire, and matching. Comprehensiveness refers to our efforts to understand teaching as a whole. We are working toward the day when one might say, “These are the areas that make up teaching. Know how to handle these things, and you have all the basic tools for the job.” Repertoire represents the fact that there is more than one way for teachers to handle any basic area of teaching. Repertoire is a concept that challenges teachers to develop a variety of strategies and behaviors for dealing with teaching situations. Matching is an idea that directs teachers to think about what behavior to pick from their expanding repertoires in light of the situation, the group, or the characteristics of individual students. Throughout this book we revisit these three ideas again and again. As we define and describe each area of teaching, we take it through the range of options we have uncovered for handling it. Then we address the issue of matching for that area and what is known about it. We propose that the skills of teaching include anything a person does that influences the probability of intended learning. That definition broadens the field for application of skill beyond classroom management and good delivery of instruction. Teaching skill includes motivating students and teaching them how to translate that motivation into effective effort. Motivation is a huge variable in human performance of any kind. This is particularly true of student learning in a school setting where so many social and psychological factors may combine to support or obstruct students’ attention and investment. Peer pressure, bullying, wanting to be “in” and accepted by classmates, feeling personally known and valued by adults, being pushed and supported to achieve at the same time, believing oneself to be smart or dumb in a subject—all these influence a student’s confidence and effort in school. Being skillful at handling these things is just as important to successful teaching and learning as is expertise at one’s content. Teachers also need to be good designers of daily instruction just as architects are designers of houses. In the best of circumstances, a teacher starts from a well-designed unit in a curriculum that is congruent with the standards of the state and district. But curriculum units, even the best of them, do not provide the detailed scenarios of interaction and accommodation for the needs of individual students that good daily planning requires. Planning good lessons based on good curriculum guidelines takes a kind of teacher expertise altogether different from the types discussed above. Yet