1. Explain why you want to become a
teacher.
2. List and discuss the three things that
concern you most about being a teacher?
3. Where do you place teaching on the
professionalism scale on p. 11? Discuss the extent to which
teaching (1) provides an essential service to society, (2) is based on
a well-defined body of knowledge, (3) is controlled by those in the
profession, (4) has an extensive
preparation and induction period, and (5) is free from supervision by
people outside the field.
Chapter 2
1. Howard Gardner’s theory of
multiple intelligences is a big part of this chapter. Did you
have teachers who taught to more than the logical–mathematical
and linguistic intelligences? In which classes did this
happen? What do you learn from these experiences?
2. When you are a teacher will you
develop teaching methods that address different intelligences, or will
you focus on the logical–mathematical and linguistic
intelligences, but make sure you communicate your appreciation for the
various abilities of your students? Describe how these two ideas
will be evident in your classroom.
3. Explain how the following statement is
either true or false:
“The history of special education programming since 1974 is the
greatest success story in American education.” Discuss how
all students benefit from education in the “least restrictive
environment.”
Chapter 3
1. The essence of Chapter 3 can be stated
as, “America is a nation of immigrants.” What else
should aspiring teachers take away from this chapter? Name
the important ideas.
2. In your school experience, which were
you taught about more -- how we are different from each other, or how
we are all the same (those things that make us human)? What makes
us human?
3. Explain your position on the bilingual
education issue. (Like most issues, this can be expressed in a
question: To what extent should non-English speaking students be
provided instruction in a language other than English?)
Chapter 4
1. Explain your position on the tracking
issue. (Like most issues, this can be expressed in a
question: To what extent should students be grouped according to
their academic abilities?)
2. Do different social classes pass on
different “rules” to their children? What is the
significance of this idea for teachers? (chart on p. 121)
3. Make a chart showing which social
classes do not want their children taught different ones of the six
virtues of the educated person (understanding, imagination, strong
character, courage, humility and generosity).
4. Describe three things educators can do
to provide a supportive school environment for all students. Put
your three from most important to least important.
Chapter 5
1. How did the schools you attended promote the
primary ideal of the Common School Movement?
a. Give an
example of a school policy that reflected or furthered that
ideal.
b. Describe a teacher
behavior that
reflected or furthered that ideal.
2. Explain how teaching became a gendered
career.
3. What school reform ideas have you seen tried in your
lifetime?
4. This chapter describes several famous educators and
what they are famous for. Which person's contribution do you want
to further? (Explain that person's contribution in your
response.)
Chapter 6
1. Draw a chart with the five philosophies in the
left-hand column, and the following headings across the top (1) purpose
of school, (2) curricular focus, (3) student activities, (4) teacher
role, (5) student role.
Fill in the chart with the descriptors of
how the five philosphies respond to the headings across the top. (p.
200 -- yours is slightly different.)
2. Explain which philosophy is closest to yours by
discusing your position on numbers 1-5 in the previous question.
3. How do metaphysical, epistemological, ethical,
political, and aesthetic questions inform your philosophy?
Chapter 7
1. How is the property tax connected to unequal
educational oportunity?
2. Briefly describe the history of federal
invovlement in public education.
3. Describe the mix of how state legislatures, county
governments, school boards, and superintenents manage schools in North
Carolina.
4. Two kinds of "hidden" governance in schools are
described on pp. 235-238 (secretaries and parents). But the
greatest form of hidden governance is exercised by teachers.
Argue for whether or not teachers
should be "hidden" governors.
Chapter 8
1. Teachers have the legal rights described in the
first 9 situations of this chapter. Explain why three of them are
important to you.
2. Students have the legal rights described in
situations 10-18. Explain the effect that three of them will have
on you as a teacher.
3. What role should character education play in
public schools? (This question is posed on p. 276 -- "You
decide.")
Chapter 9
1. This chapter begins with a section entitled, "A
Meeting Here Tonight." Why did the authors write these 6
different
scenarios about the same meeting?What
did you learn from them? (List at least six things.)
2. Which of the two primary
school
purposes (pass on traditions, reconstruct society) do you weigh more
heavily? Why? (Answer 20 questions on pp. 290-291.)What are your thoughts on the results?
3. Many school reform
proposals are
driven by the idea that parents should be able to choose their child's
school. How important was that to your parents? Many of you
had
choices. Name at least four. What was the best choice for
you? Why?
4. Make a case for the
benefits of
for-profit schools.
5. How did your schools
compare to
those that researchers consider "effective?" (compare on 5 factors)
Chapter 10
1. Give an example of each curriculum in your school
experience (the visible, hidden, and extra). Which involved the
most
powerful educational experiences for you?
2. Have you seen the
YouTube videos
that show college students holding up signs like, "I text for 2 hours
per
day." "Last month I read 250 webpages and one-third of a
book." Please explain what this has to do with education.
3. "Without knowing where
you're going, you certainly cannot get there" (former Secretary of
Education Richard Riley, p. 338). Where are we going with
education?Is this the right
direction? Why or why
not?Where should we be going?
4. Explain your beliefs
about the
role of standardized, high-stakes tests in American public
schools.
Chapter 11
1. Is
teaching an
art or a science? An art focuses on appreciation, and a science focuses
on
effectiveness. Which did your best teachers focus on?Which did your worst teachers neglect?
2.Read
the section on classroom management (pp. 370-386.)Why will you still struggle with classroom
management?What if you memorize these
pages?Will you still struggle?Why?
3.Which
of the teaching techniques (pp. 391-397) will become part of your
teaching tool
box?Why?
4.Did you have teachers in the four
different stages of development?What were the differences amongthose experiences for a student?