"The Act of Teaching" prepares students to be competent beginning teachers and to develop into competent experienced teachers. Research-based, the text emphasizes what teachers need to know about students (how they learn and their diversities); how to plan and provide instruction; how to assess, manage and motivate students; and how, overall, to be an effective teacher. Well-designed pedagogical features prompt students to reflect on what they are learning, highlight current issues and topics, and encourage students to apply what they are learning.

Table of Contents

The Act of Teaching, Fifth Edition PART ONE: THE BACKDROP OF TEACHING Chapter 1: Factors that Influence How We Teach Chapter 2: The Challenge of Teaching in a Changing Society Chapter 3: Teaching Diverse Students Chapter 4: Three Schools of Thought About Learning and Teaching Chapter 5: Getting to Know Your Students and Motivating Them to Learn PART TWO: THE ACT OF TEACHING Chapter 6: Planning Instruction Chapter 7: Four Instructional Alternatives: Presentation, Discussion, Independent Study, and Individualized Instruction Chapter 8: Four More Instructional Alternatives: Cooperative Learning, Discovery Learning, Constructivism, and Direct Instruction Chapter 9: Evaluating Students' Learning PART THREE: THE EFFECTIVE TEACHER Chapter 10: Personal Attributes and Characteristics of Effective Teachers Chapter 11: Professional Skills and Abilities of Effective Teachers Chapter 12: Classroom Management Skills of Effective Teachers Chapter 13: Problem Solving Skills of Effective Teachers Chapter 14: Reflective Skills of Effective Teachers PRACTICE TEACHING MANUAL Unit 1 Microteaching: Practicing Critical Teaching Skills Unit 2 Reflective Teaching: Practicing Being a Thoughtful Practitioner Unit 3 Room 221: A Simulation: Solving Classroom Problems Appendix: How the Act of Teaching Meets the Requirements of Praxis III Glossary Credits Indexes

Author Biography

Donald Cruickshank received his degrees from the State University College at Buffalo, NY, and University of Rochester. After stints as a teacher, coach, supervisor, and principal in the Rochester schools, as he began a college teaching and administrative career that took him to SUNY Brockport, the University of Tennessee, Wheelock College, and The Ohio State University. The author of over 100 chapters, articles, and encyclopedia entries, this is his eighth book. He is best known for his pioneering efforts in developing simulations and reflective teaching. Kim Metcalf is director of the Teacher Education Laboratory at Indiana University, Bloomington, and associate professor of curriculum and instruction. He was awarded his M.A. and PH.D. in teacher education and educational research and evaluation from The Ohio State University. Dr. Metcalf is a former music teacher who worked with students in grades K to 12, primarily in instrumental music. His major responsibilities now focus on designing, providing, and evaluating preservice teacher education. He is coauthor of the chapter "Training within Teacher Preparation" in the Handbook of Research on the Teacher Education, and is contributor to the International Encyclopedia of Education. Deborah Bainer is associate professor of education at The Ohio State University, Mansfield campus, where she coordinates the teacher preparation programs. She received her B.S. in biology from Geneva College and her M.S. in environmental education and Ph.D. in Teacher Education from The Ohio State University. She taught middle school and high school science in the U.S. and in Asia, and formerly chaired the education department at Biola University. Currently her teaching responsibilities involve general pedagogy, supervision, and science and social studies methods. Dr. Bainer has authored numerous articles and book chapters reflecting her research in teacher professional development through partnerships, teacher reflectivity, and effective multicultural instruction.