ERIC Number: ED439127
Record Type: Non-Journal
Publication Date: 2000
Taking Cues from Kids: How They Think; What To Do About It.
This book focuses on how to address the individual learning needs of a classroom full of active, multiethnic elementary students all at the same time. It contains a compilation of yearlong journal exchanges between an experienced teacher and her 12 student teachers, presenting the specifics of classroom life on a day-to-day basis. The student teachers raise questions that all teachers face, with their discussions covering the spectrum of issues, from punishment versus consequences and dealing with difficult children to planning and implementing integrated curriculum, fostering inquiry, assessing and tracking students' growth, and managing hands-on experiential learning. Each chapter contains three components: quotes from student teachers (taken from journal queries, observations, and comments); a bulleted list of the primary topics addressed; and responses that the experienced teacher wrote to the student teachers. The book also provides practical support via sample room layouts, suggestions for classroom provisioning, a sample record keeping form, a planning web for integrated curriculum, a sample lesson plan, information on getting started, suggested readings, and photographs illustrating how hands-on learning progresses across the grades. (SM)
Descriptors: Classroom Techniques, Curriculum Development, Discipline, Diversity (Student), Elementary Education, Experiential Learning, Higher Education, Inquiry, Preservice Teacher Education, Student Behavior, Student Centered Curriculum, Student Evaluation, Student Interests, Student Participation, Student Teachers, Teacher Expectations of Students, Teacher Role, Teacher Student Relationship, Teaching Methods
Heinemann, 88 Post Road West, Westport, CT 06881 ($18). Tel: 800-793-2154 (Toll Free); Fax: 800-847-0938 (Toll Free); Web site: http://www.heinemann.com.
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A