review of the book for elementary school teacher

1. Earl J. Montague
James V. Hoffman
John P. Huntsberger

2. CHAPTER
Introduction to elementary and middle school

3. INTRODUCTION
This book is designed for preservice teachers.
It introduces fundamental skills of instruction involved in
elementary and middle schools.
The content and activities in this book is really helpful for
preservice teachers.
This book was published in 1989 and explained the
teaching learning processes of 1989 of US.

4. COMMONPLACES OF TEACHING
1) The teacher
2) The learner
3) The content
4) The milieu(the social and
organizational context of the school)

5. TEACHER EXPERTISE
The expert teacher is organized and
efficient in managing the complex
system called classroom.
The expert teacher is a leader in this
capacity the expert teacher sets
standers holds high academics and
social expectation for pupils.
The expert teacher inspires students
by example and support

6. The expert teacher is knowledgeable in the content and
processes to taugh.Teacher is aware of and skilled in a
variety of techniques for guiding students to learn.
The expert teacher is diagnostic. Teacher is constantly
evaluating students in a class in order to decide what and
how to teach so that they can learn.
Cont…

7. Cont..
The expert teacher understand that children have a life outside
of the immediate environment of the classroom that also
contributes to their development. The expert teacher seek out
and builds relationship parents.
Finally the expert teacher is an enthusiastic learner. Teacher
recognizes that there is always room for professional Growth.
The Expert Teacher Reads,attends,workshop,enrolled in
programs of advanced study

8. TO BECOME A EXPERT TEACHER
Never Stop
Follow all above instruction
Practice
Worked with experienced and
expertise teachers

9. LEARNER
In 1982 approximately 24
million children were enrolled
in elementary school in the
United State.

10. CHILDREN AS LEARNER
There are three theories describing student as learner.

11. RATIONALE VIEW
Learning as the development of stimulus –response bonds
through exposure to material.
Representatives of rationale view are Skinner and Hull.

12. BOUNDED RATIONALE VIEW
Bounded rationality is the idea that rationality is limited,
when individuals make decisions, by the tractability of the
decision problem, the cognitive limitations of the mind,
and the time available to make the decision.

13. TRANSMISSION
The teacher’s role is to transmit new information or skills
to the learner
Learner are the receivers and organizers of the new
information or skill.

15. TRANSACTION
It is a process of replacing simple models with the complex one.
A learner’s understanding comes as a result of connecting what
is already known to what is experienced ,and thereby
constructing new knowledge.

16. COLLECTIVE RATIONALE VIEW
Collective rationality is rational cooperation guided
by collective reasoning: 'a cooperative effort, involving
linguistic exchange, to answer a question or solve a
problem confronting a group.
Social interaction with other learner and knowledgeable
people is the key to development.
• Dialogic teaching
• Cooperative learning

17. INDIVIDUAL DIFFERENCES
Physical differences
Differences in intelligence
Differences in attitudes
Differences in achievement
Differences in motor ability
Racial differences

18. SPECIAL STUDENTS
Every student is unique and need special
attention.
Special students with hearing linguistic or
physical impairments need special
education .
Special education is necessary for special
children o that they become active
participant of society.

19. CULTURAL DIFFERENCES
There are a lot of cultural differences
in society .
In United States there is people
belonging from different ethnicities or
from different region of world.
Teacher should understand these
differences and taught students that
all human being are equal. No one is
superior to other.

20. THE CONTENT
Content is the subject matter that is
determined by the teacher’ s goals
and objectives.

21. Actual curriculum
Actual curriculum is
represented by the
knowledge and skills that
students are actually
expected to acquire in the
classroom.
Intended curriculum
Intended curriculum is
indicated in teacher
manuals, curriculum guides,
and other state education
publications.

22. Risk and ambiguity relationship
Low risk and low ambiguity are
Associated with academic work requiring little cognitive
change
More easily managed that high risk and high ambiguity
learning

23. Cont..
High risk and high ambiguity are
Present in academic work requiring significant cognitive
change
More difficult to manage than low risk and low
ambiguity learning

24. CURRICULUM ISSUES
Different educational
philosophies to Curriculum
Dumping down

25. Essentialism tries to instill all students with the most essential or
basic academic knowledge and skills and character development.
students are required to master a body of information and basic
techniques, gradually moving from less to more complex skills and
detailed knowledge.
It advocates a longer school day, a longer academic year, and more
challenging textbooks.
Teachers need to be mature and well educated.
Essentialist Curriculum

26. Experimental Curriculum
Real life learning
Learning by doing
Teachers should plan lessons that arouse curiosity and push
students towards higher order thinking and knowledge
construction.
Interdisciplinary curriculum
Students are to be exposed to a more democratic curriculum
that recognizes accomplishments of all citizens regardless of
race, cultural background or gender.

27. DUMBING DOWN
Dumping down is the deliberate oversimplification of
intellectual content within education, literature, cinema,
news, video games and culture in order to relate to those
unable to assimilate more sophisticated information.
Dumping down is a dilemma in teaching.
 It is reported that learners find textbooks much difficult.
 Textbooks are much easier than the ability of students.

28. Solution
Curriculum content should be adjusted to the ability level
of the student.
Instructions should be adjusted so that students can learn
content assigned to a course or grade level regardless of
student ability level.

29. THE MILLEU (Organizational environment of school)
Teaching is work and schools are workplaces.
Graded self- contained classroom are the norm in
elementary schools.
Ability group of learners
Departmentalized instruction by the subject area is the
norm for intermediate elementary grades and middle
schools.
Public confidence in schools is declining.
Political influence in education is on the rise.
The ethos of a school (norm of the student and teacher
behavior that emphasize academics) is related to school
effectiveness.

30. Professional
Function
Institutional
Function
Managerial
Function
Academic
Function
FUNCTIONS OF TEACHER

31. 1. Institutional Functions
 The teacher attends to personal and non-
academic needs of the students
 Plan and organize attendance reports, listening to
announcements and collecting lunch money.

32. 2. Managerial Function
 The teacher implements an ordered
system for students to get along and get
work done in the classroom.
 Adapt teaching and preparing the
instructional materials to the varying
interests, needs and abilities of the
students
 Manage students to work in Groups
work.
 Create and maintain a desirable group
which will encourage and enhance
learning and will lead to the
development of learner self-discipline.
 Teacher sets rules and regulations for
working.

33. 3. Academic Functions
 The teacher plans for, initiates, sustains, and evaluates student work
and related learning.
 It is important responsibility of a teacher to make a class room a
beautiful place for learning. Arrangement should be flexible to change
it to suit the different occasions.
 Motivate the challenging students to pursue and to sustain learning
activities which will lead them towards acceptance of responsibility for
their own learning
 the teacher has to evaluate the progress of class as a whole and
individual students by means of tests and periodical examinations. She
has to report the progress to the principal and parents.

34. 4. Professional Function
 Teachers assume increasing responsibility for
their own professional growth not only by
learning from their classroom experiences, but
also by reaching out through professional
reading, participation in curriculum
development,. And by involvement in local,
state, and national professional organizations.
 Expert teachers devoted their considerable
time for professional development.
 Teacher’s meeting is effective for professional
development.

35. THANK YOU FOR LISTENING