Teaching with purpose : an inquiry into the who, why and how we teach / James D. Kirylo.

Format:

Book

Author/Creator:

Kirylo, James D., author.

Language:

English

Subjects (All):

Teaching.

Education--Aims and objectives.

Education.

Physical Description:

1 online resource (205 p.)

Place of Publication:

Lanham, Maryland : Rowman & Littlefield, 2016.

Language Note:

English

Summary:

For five days a week for approximately nine months out of the year totaling countless hours, teachers work with other people's most treasured gifts-their children. That the teacher is the most important element in fostering an energetic, engaging, and inspiring classroom environment where authentic learning can unfold cannot be overstated. Indeed, it is the teacher who understands self or does not; it is the teacher who is prepared or is not; it is the teacher who has command of subject matter or does not; it is the teacher who inculcates in an appropriate way or does not; and, it is the teach

Contents:

Contents; Preface; Acknowledgments; Introduction; Section I: From the Inside Out; Chapter One: An Earned Privilege; Chapter Two: Establishing a Personal Philosophy of Education; Chapter Three: The Decisive Relevance of Disposition; Chapter Four: Six Dispositions of Significance; Chapter Five: Reflective Thinking-Thoughtful Action; Section II: Entering into Relationships; Chapter Six: Hardwired to Be in Relationships; Chapter Seven: Fostering the Teacher-Student Relationship; Chapter Eight: Cultivating Dialogue; Chapter Nine: The Flow of Integrity; Chapter Ten: Other Relationships

Chapter Eleven: To Be in Relationships Is toCelebrate DiversitySection III: The Goal Is to Inspire(An Artistic Endeavor); Chapter Twelve: The Character of Inspiration; Chapter Thirteen: Inspiration and theAutobiographical Nature of Teaching; Chapter Fourteen: Inspiration Leads to an Artistic Act; Section IV: The Glue That Is Educational Psychology; Chapter Fifteen: The Critical Relevance of Theory; Chapter Sixteen: Paving the Way Toward Child/Developmental Psychology; Chapter Seventeen: An Overview of Behaviorism, Cognitivism, and Humanism; Section V: Five Components of Knowledge

Chapter Eighteen: Knowledge of Pedagogy and Knowledge of Classroom ManagementChapter Nineteen: Knowledge of Learning,Knowledge of Students, andKnowledge of Subject Matter; Section VI: Assessment Is to "Sit With"; Chapter Twenty: Two Different Processes; Chapter Twenty-one: The Emergence of a Testing Movement; Chapter Twenty-two: Moving into an Era of High-Stakes Testing; Chapter Twenty-three: Four Harmful Effects ofHigh-Stakes Testing; Chapter Twenty-four: Emphasizing Formativeand Portfolio Assessments; Section VII: Teacher as Leader: Hierarchy, Poverty, and the Village

Chapter Twenty-five: Teacher as LeaderChapter Twenty-six: Teacher Leadership and the Greatest Challenge: Poverty; Chapter Twenty-seven: It Takes a Village; Appendix A; Appendix B; Appendix C; References; Index; About the Author

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

Description based on print version record.

ISBN:

979-82-16-23113-4

1-4758-1295-7