ERIC Number: ED369097
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
Mindful of Others: Teaching Children To Teach.
Brady, Suzanne; Jacobs, Suzie
Providing teacher educators with a model of university-school collaboration, this book explores ways of breaking through children's sense of isolation from other children and shows by example what it means to break through a similar isolation that teachers often experience. Written in the form of a professional dialogue, the book deals with such topics as teachers as learners; the dialogue style of learning; teacher research; inquiry; ownership; scaffolding; neo-Vygotskian perspectives; evaluation and assessment; collaboration; the definition of intelligence; and structuring teacher workshops. The book offers preservice, beginning, and experienced teachers detailed, constructive information about teaching mixed-ability groups; conducting a reading program without a basal; teaching children to run their own response groups and teams; teaching an individual work ethic; inspiring helpfulness; setting up a creative system for homework; and inviting parents to join in the work of the classroom. Chapters in the book are: (1) On Being Smart, Clever, and Intelligent; (2) Thinkers Ask Questions; (3) The Social Side of the Brain; (4) The Writing Response Group; (5) Teaching the Language of Response; (6) Writing Groups in Action; (7) Changing the Way We Teach Reading; (8) Good Readers Think While They Read; (9) Who Should Evaluate Reading and How?; (10) Scaffolding a Work Ethic; (11) Scaffolding a Social Ethic; and (12) Teacher in Conversation. (RS)
Descriptors: Classroom Communication, College School Cooperation, Cooperative Learning, Elementary Education, Grouping (Instructional Purposes), Higher Education, Reading Instruction, Reading Processes, Scaffolding (Teaching Technique), Student Evaluation, Teacher Role, Teacher Student Relationship, Writing Instruction
Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($19.50).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A