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Instructor’s Resource Manual and
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Test Bank
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For
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Becoming a Teacher
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Eleventh Edition
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Forrest W. Parkay, Washington State University
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Prepared by
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Chalice Jeffries, University of Central Missouri
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Boston Columbus Indianapolis New York San Francisco Hoboken
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, TABLE OF CONTENTS
Preface…………………………………………………………………………………..iii
Chapter 1 — Teaching: Your Chosen Profession……………………………………..1
Chapter 2 — Today’s Teachers ………………………………………………………10
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Chapter 3 — Today’s Schools ………………………………………………………...18
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Chapter 4 —-Foundations of Teaching……………………. …………….………….27
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Chapter 5 — Historical Foundations of U.S. Education …………………………...35
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Chapter 6 — Governance and Finance of U.S. Schools ……………………………45
Chapter 7 — Ethical and Legal Issues in U.S. Education ………………………….54
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Chapter 8 — Today’s Students …………………………………………...…………62
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Chapter 9 — Addressing Learners’ Individual Needs ………………………….….72
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Chapter 10 —Creating a Community of Learners ………….………………...…....82
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Chapter 11 — Curriculum, Standards, Assessment and Learning………..….……90
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Chapter 12 —Integrating Technology into Teaching…..……………………...……101
Chapter 13 — Becoming a Professional Teacher …………………………….….…108
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Test Bank………………………………………………………………………………115
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Answer Key…………………………………………………………………………….186
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, CHAPTER 1
Teaching: Your Chosen Profession
Chapter Overview
Effective teachers know why they want to teach, so a good portion of Chapter 1 and the related
activities are designed to help students explore teaching as a career and examine the reasons they
and others choose to teach including the desire to work with children and young people, having a
passion for teaching, understanding the influence of teachers, and having a desire to serve.
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Students are encouraged to gain a realistic picture of teaching, its challenges and realities, and to
begin to picture themselves as teachers. As they reflect on past experiences with good/effective
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teachers, students should be encouraged to begin to identify those characteristics that make these
teachers stand out in their minds, an important first step in cultivating one’s own understanding
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of good teaching. Students also examine the benefits of teaching including salaries and benefits
along with a look at job security and job outlooks.
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The challenges of teaching in the new millennium are not minimized, and the discussion
presents both the challenges and the positive and rewarding aspects of the profession, thereby
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reflecting the complexity of teaching. Issues explored include the necessity of working long
hours, participating in high-stakes testing and increased accountability, and teaching tech-savvy
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students. The chapter discussions often foreshadow the content presented in later chapters where
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the work of teachers is more fully examined.
Throughout, the chapter emphasizes the connections of teachers and teaching to society,
children, parents, and the nation. Society holds high expectations for teachers; they are held
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accountable for student achievement, for helping all learners succeed, and for maintaining high
standards of conduct. The job outlook for teachers is also an important component of the content,
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and students are given information to guide them as they examine demands for teachers of color,
teachers with disabilities, and teachers needed by geographic region and specialty area.
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The chapter concludes with a section devoted to how one becomes a highly-qualified
teacher through fulfillment of such requirements as meeting professional standards and
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certification requirements.
FOR COURSE INSTRUCTOR REFLECTION
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1. What qualities do you look for in students who express a desire to enter the field of teaching?
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What role does identification of “predispositions” play in your identification of these qualities?
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2. Why did you decide to become an educator?
3. What are two of the greatest challenges that faced you in the K–12 classroom or as an
educator? How have they changed over the course of your teaching?
ANNOTATED LECTURE OUTLINE
Strategies for Introducing the Chapter
1. People go into the teaching profession for many different reasons. Ask students to look at
Figure 1.3 “Why Do I Want to Teach,” where they can rate twelve characteristics and
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, experiences in relation to their motivation for choosing a career in teaching. Tally up the class
results and discuss the commonalities among the class members.
2. For a writing assignment or an in-class writing exercise, have members of the class write a
profile of a teacher using positive stereotypes based on either real-life experiences or memorable
teachers from movies. Students will share their profiles in small groups and select one they want
to share with the class as a whole. Use the profiles selected to launch a discussion on how
teachers are regarded by their students, by parents, by people in the community, and by
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government officials who enact laws that influence teachers and their working conditions.
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3. Divide the class into groups and have each member orally complete the following sentence:
“During this term, I would like to learn the following about teachers and their work: . . . .” Ask a
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recorder to write the items on a pad of easel paper so the students can see the responses. Or, if
you have access to a computer, have someone type the responses on a PowerPoint slide (one
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slide per student). Reconvene as a large group and discuss the items, indicating, when
appropriate, the topics that will be addressed later in the term. To maintain the group’s focus on
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the questions and/or issues students have raised throughout the term, distribute a printed copy of
the responses at the next class meeting. Bring the students back to revisit this list at the end of the
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term to debrief the items with which they are now familiar.
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1.1 Why Do I Want to Teach?
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Key Terms and Concepts
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Student variability⎯differences among students in regard to their developmental needs,
interests, abilities, and disabilities.
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Student diversity⎯differences among students in regard to gender, race, ethnicity, culture, and
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socioeconomic status.
Background
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1. Although teaching may be challenging and teachers’ salaries modest, most teach simply
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because they care about students. Teachers derive great satisfaction when their students learn—
when they make a difference in students’ lives. In fact, 88 percent of K–12 teacher in a national
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survey reported they were “satisfied” with their decision to become a teacher, and 68 percent
would recommend the profession to others (Harris Poll, 2015).
2. Research tells us that teachers may make up to 3,000 low-level decisions in a single school
day (Jackson, 1990). Most decisions are easy and natural, but some require critical thinking.
Strategies
1. Ask students to read the reasons that teachers have given for entering the teaching profession.
Ask them to decide if each reason listed is (1) very important, (2) somewhat important, (3) not
too important, or (4) not important at all for them. Have them pair up with another person and
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