Descripciones mejoradas de Syndetics:

You Are Thinking of Teaching? is a lovely essay on theconsideration of teachin. It asks those who are thinking ofteaching to ask questions, to ponder their decision, and to pursuethe information they need to make a reasoned choice. There isnothing like it in the professional literature, which makes it allthe more valuable.

?Pat Walsey, senior researcher for change, Coalition of EssentialSchools

Tabla de contenidos provista por Syndetics

• 1 Justifying this Book
• 2 Who Is "You"
• 3 When Should You Decide?
• 4 Why Teaching?
• 5 Satisfaction from Student and Parents
• 6 Satisfaction from Colleagues
• 7 You Know More than You Think and More than They Give You Credit for
• 8 The Teacher of Whom?
• 9 Change, Resistance, and Reflection
• 10 Understanding Children and the Self-Fulfilling Prophecy
• 11 The Nonreading Professional

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Booklist Review

Just in case there are any souls ready to brave the onslaught of criticism and the prospect of a lifetime spent with a roomful of children, here are three new guides to offer support and practical suggestions. Collins and Frantz quote voices from the trenches. They traveled throughout the U.S., recording the aspirations and disappointments of educators in preschool, elementary, and high school classrooms. Most comments are approximately a page in length, and each speaker is briefly introduced. Teeming with humor and sadness, these anecdotes touch on violence, discipline, parents, and solutions. The teachers talk about how different the reality of teaching is from the education they received. That last issue is the reason Grusko and Kramer wrote their guide. In college, teachers are taught "kiddie lit" and physical education, but not how to create an office, keep records, or cope with all the demands imposed by children and fellow staff members. Unions, administrators, classroom contracts, grading and assignment records, and decorations are some of the issues covered here.Sarason addresses the whole issue of teacher preparation, noting that "reform efforts have emphasized repair over prevention." Associated with schools for 50 years as a psychologist, researcher, consultant, and participant in teacher-training programs, Sarason writes with more sobriety than the others. He considers why people select this career and what essential academic and educational factors have been overlooked or not required in the past. His call for change is buoyed by an assertion that many teachers "know more than they think and more than they give you credit for." Teachers can read the last two books for the practical and return to Teachers over and over again for laughs, support, and trade secrets. ~--Denise Perry Donavin

Notas de autor provistas por Syndetics

SEYMOUR B. SARASON is professor emeritus of psychology in the Department of Psychology and at the Institute for Social and Policy Studies at Yale University. He is the author of numerous books, including The Case for Change (Jossey-Bass, 1993), The Predictable Failure of Educational Reform (Jossey-Bass, 1990), Schooling in America: Scapegoat and Salvation (1983), and The Culture of the School and the Problem of Change (2nd ed., 1982).