ERIC Number: ED362514
Record Type: RIE
Publication Date: 1993
Reference Count: N/A
Clearly Outstanding: Making Each Day Count in Your Classroom.
Borich, Gary D.
This self-development guide for the preservice or beginning classroom teacher focuses on professional and personal growth in the context of the classroom and concentrates on teachers' affective side, a perspective or component of teaching that is not often addressed in the preparation of teachers. The volume begins with a discussion of the emotions and feelings of a young child at play--a mental state capable of surpassing one's own expectations, circumventing limitations, and turning challenge into opportunity--a mental state increasingly lost in the adult world. Throughout the book, the child's playfulness, quiet mind, focus of attention, feelings, and vulnerability are addressed to point out the importance of those same characteristics in effective teaching. Other topics covered in the volume include the status of education in America today; how professional growth can become a mechanism for living and prospering in today's classrooms; portraits of three teachers at different stages of professional growth; learning to break the bonds of self-imposed limitations; how teachers move from a concern for self to focus on their impact on students; techniques for teaching in today's heterogeneous and culturally diverse classrooms; how effective teachers shift the focus from me to we--the importance of collegiality; and an exploration of the inner world of feelings from which all innovation comes. (Approximately 30 references.) (LL)
Descriptors: Affective Behavior, Affective Objectives, Classroom Environment, Elementary School Teachers, Elementary Secondary Education, Individual Development, Preservice Teachers, Professional Development, Secondary School Teachers, Self Actualization, Teacher Attitudes, Teacher Effectiveness
Allyn and Bacon, Longwood Division, 160 Gould Street, Needham Heights, MA 02194-2310.
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A