Teaching in the Middle and Secondary Schools [antikvár]

This volume seeks to provide a basic self-instructional text on teaching methods. In presenting the material, the authors have been mindful of the rationales for the various techniques used in teaching and have attempted to illustrate how each ofthe methods named might be implemented in the classroom. They selected the self-teaching modulé formát as their mode of presentation of text in order to encourage reader participation in the learning, reader reaction to the text, and reaction interaction with fellow students to perfect the skills presented. As progress toward conceptual mastery is experienced it is expected that considerable self-motivation will start operating. There should be a gradual development in confidence as each modulé is mastered and an increase in self-imposed reading assignments from the lists of sources at the end of each modulé to augment the sometimes sketchy development in this text resulting from space limitations. It is expected that skill in utilization of the method will ensue after intellectual mastery of the concept has been achieved. Of course, expertise in methods and techniques comes from practice, particularly guided practice and experience. No one ever became truly expert simply by studying a book and carrying out learning activities. But it is expected that these modules will provide the student with the necessary background and basic knowhow to help make early teaching practice and experience profitable. The modules should serve as effective springboards for laboratory exposures in teaching. We believe that instructors using the modules in methods courses can depend on them to provide somé basic instruction so they can individualize instruction and devote their time to higher learning and complicated activities. Sexist expressions easily find their way into a manuscript. We have tried to avoid them and other marks of prejudice. We have, however, at times used the editorial pronoun "he" to refer to both men and women. This should not be taken as evidence of sexism, but as an effort to facilitate readability. The use of masculine nouns and pronouns makes the writing less awkward. We, the editors, wish to acknowledge the contributions of colleagues and students who have helped in the preparation of the book. We are particularly indebted to Maria A. Clark and Jane E. Callahan who prepared the manuscript of this Third Edition for publication. J.F.C. L.H.C. Hl