Instructor’sManual and l l
Test Bankl l
for
Roberts, Kellough, and Moore
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AResourceGuideforElementary School
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Teaching
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Planning for Competence l l
Seventh Edition l
Answers At The End Of Each Chapter
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, PART I ELEMENTARY SCHOOL TEACHING AND LEARNING l l l l l l
The four chapters of Part I provide the reader with an orientation to elementary school teaching, especially
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about:
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• Essential characteristics of exemplary elementary school education l l l l l l
• Current trends, problems, and issues in American public elementary school education
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• Partnerships among the home, school, and community which support the education of children l l l l l l l l l l l l
• Characteristics of elementary school children, how the children learn, think, and develop intellectually l l l l l l l l l l l l
• The expectations, responsibilities, and facilitating behaviors of a competent elementary school
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classroom teacher
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• Preparing for and beginning the school year l l l l l l
• Responsive practices for helping all children succeed in school l l l l l l l l
• Styles of learning and teaching l l l l
• Developing an effective classroom management system l l l l l
• The decision-making and thought-processing phases of instruction
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• Establishing and maintaining a safe and supportive classroom learning environment l l l l l l l l l
CHAPTER ONE OUTLINE WITH NOTES l l l l
What Do I Need to Know about Today’s Elementary Schools? l l l l l l l l l
Note 1-1: Provide students with an orientation to the format of the textbook. Mention especially the
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objectives and visual chapter organizer listed at the beginning of each chapter. These can be used as
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purposes for the reading and study of each chapter. Also, call attention to the end-of-chapter materials and
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suggested readings. Students should also be made aware of the exercises, photographs, vignettes, and
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other study aids within each chapter. The Looking at Teachers section at the start and end of each chapter in
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the resource guide are useful to facilitate discussion about the content of each chapter.
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Although not included in the text, a useful exercise to assign to students at completion of each chapter
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would be the following:
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Select one of the topics listed on the Visual Chapter Organizer from the chapter. Research it beyond
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what is discussed in the text and write a one page essay explaining why this is important information
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to know as a beginning elementary school teacher. Share your essay with members of your class for
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their thoughts. l l
Note 1-2: Students should become familiar with the various types of specialized schools. On page 4 of
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lthis chapter is a presentation about the various types that exist today, such as the magnet school,
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lCore Knowledge school (see http://www.newspiritschool.com), open education school, year-round
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lschool, school that focuses on individualized learning, charter school, full-service school, Basic School
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l(see http://www.soe.vt.edu/basicschool/about.html), and so forth. The T. J. Pappas Schools (Phoenix
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and Tempe, AZ) are two K-5 and one middle schools that are comprised entirely of homeless
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lchildren. For further information about full-service schools, see: l l l l l l l
L. R. Bronstein & T. B. Kelly, “A Multidimensional Approach to Evaluating School-Linked
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Services: A School of Social Work and County Public School Partnership,” Social Work in
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Education 20(3):152-164 (July 1998).
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C. Calfee, F. Wittwer, & M. Meredith. Building a Full-Service School: A Step-by-Step Guide.
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San Francisco, CA: Jossey-Bass, 1998. l l l l
J.G. Dryfoos. (2003).“A Community School in Action.” Reclaiming Children and Youth 11(4), 203-
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05.
J. G. Dryfoos & S. Maguire. (2002). INSIDE Full-Service Community Schools. Thousand Oaks, CA: Corwin
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Press. l
R.F. Kronick. (2002). Full Service Schools: A Place for Our Children and Families to Learn and Be Healthy.
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Springfield, IL: Charles C. Thomas Publisher.
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C. L. Warger. (2002). Full Service Schools' Potential for Special Education. ERIC/OSEP Special Project,
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Council for Exceptional Children. Arlington, VA: Council for Exceptional Children. l l l l l l l l l
VISUAL CHAPTER ORGANIZER AND OVERVIEW l l l l
1
,LOOKING AT TEACHERS I: Integrated Technology, Computer Sources l l l l l l l
CHAPTER OBJECTIVES
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Upon completion of this chapter, your students should be able to:
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1. Describe essential characteristics of exemplary elementary school education. l l l l l l l
2. Describe current trends, problems, and issues in American public elementary school education. l l l l l l l l l l l
3. Describe the significance of home, school, and community connections to a child’s education, and of l l l l l l l l l l l l l l
efforts being made by elementary school educators to enhance the connections among the home,
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school, and local and global communities.
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4. Reflect on their own elementary school experiences. l l l l l l
5. Identify reasons why they have selected to pursue teaching as a career and personal/professional l l l l l l l l l l l l l
characteristics of an effective teacher.
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THE ELEMENTARY SCHOOL: GETTING TO KNOW IT
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Primary and Elemiddle Schools l l l
Note 1-3: From critics believing that there is not enough academic rigor and questioning whether
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separating students ages 12-14 from younger children is more academically appropriate, the middle
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school concept has been under scrutiny. See the themed issue of Middle School Journal
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(November 2003). One article from this issue is J.H. Lounsbury and G.F. Vars. “The Future of Middle l l l l l l l l l l l l l l l l
Level Education: Optimistic and Pessimistic Views.” In September, 2005, Middle School Journal did a
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lthemed issue, K-8 Settings or Separate Schools: Is There a Best Way to Educate Young l l l l l l l l l l l l l l
Adolescents? An informative article was H. Mizell’s, “Grade Configurations for Educating Young
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Adolescents Are Still Crazy After All These Years.” Other resources are A. W. Jackson &
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G.A. Davis. (2000). Turning Points 2000: Educating Adolescents in the 21st Century. Williston, VT:
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Teachers College Press. Other useful articles that set the stage for the discussion are J. A. Beane,
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“Middle Schools Under Siege: Points of Attack,” Middle School Journal 30(4-9):3-6 (March 1999) and
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J. A. Beane, “Middle Schools Under Siege: Responding to the Attack,” Middle School Journal 30(5):3- 6
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(May 1999).
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Magnet Schools and Charter Schools l l l l
Orientation Meetings for Teachers
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Note 1-4: An informative exercise, not included in this text, would be to have students collect and compare
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mission statements from schools in their geographic area. How are statements of various types of
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elementary schools (e.g., charter, primary, elemiddle, magnet, private, full-service community) similar and
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how do they differ? Some students might be interested in searching for similar statements from schools of
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decades past and then comparing the mission statements of today’s elementary schools with those of past
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years.
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School Schedules l
Note 1-5: Sample teacher schedules are shown in Figure 1.2 (page. 7). Not included in this text, but an
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informative exercise nonetheless would be to have students collect and compare school calendars and
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schedules from schools in their geographic area.
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Note 1-6: Although researchers have yet to show a direct correlation between learning and
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length of the school year, as a matter of interest and a possible point for class discussion, your
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students may be interested in the following 2010 data showing comparisons of the number of
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days of the school year for various countries, especially since there has been some movement in
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lthis country to extend the school year beyond the usual 180 days.
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Japan = 243 Israel = 216
l Netherlands = 200
l France = 185 USA = 180 l l l l l l l l
South Korea = 220
l Thailand = 200
l England = 192 New Zealand = 190 l l l l l l l l l
Subjects of the Curriculum l l l
Team Teaching
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Looping
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, Note 1-7: See J. Grant et al., “In the Loop,” School Administrator 57(1):30-33 (January 2000) for an
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early perspective and K. Hume. (2007). “Academic Looping: Problem or Solution,” Education Canada
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47(2) (available online at: http://www.cea-ace.ca/media/en/At_Issue_Spring07.pdf) for a current
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overview of this organizational technique.
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3
