Supporting Beginning Teachers

Chapter 2

• Chapter 2: Comprehension Questions

Chapter 3

• Chapter 3: Comprehension Questions

Chapter 4

• Chapter 4: Comprehension Questions

Chapter 5

• Chapter 5: Comprehension Questions

Chapter 6

• Chapter 6: Comprehension Questions

Appendix A

• Answers to Chapter 2: Comprehension Questions
• Answers to Chapter 3: Comprehension Questions
• Answers to Chapter 4: Comprehension Questions
• Answers to Chapter 5: Comprehension Questions
• Answers to Chapter 6: Comprehension Questions

Online-Only Material

• Self-Audit Ratings on the Personal Profile
• Surveys for Reflective Practice

Scales for the Art and Science of Teaching Framework

1. What do I typically do to provide clear learning goals and scales (rubrics)?
2. What do I typically do to track student progress?
3. What do I typically do to celebrate success?
4. What do I typically do to establish and maintain classroom rules and procedures?
5. What do I typically do to organize the physical layout of the classroom?
6. What do I typically do to identify critical information?
7. What do I typically do to organize students to interact with new knowledge?
8. What do I typically do to preview new content?
9. What do I typically do to chunk content into digestible bites?
10. What do I typically do to help students process new information?
11. What do I typically do to help students elaborate on new information?
12. What do I typically do to help students record and represent knowledge?
13. What do I typically do to help students reflect on their learning?
14. What do I typically do to review content?
15. What do I typically do to organize students to practice and deepen knowledge?
16. What do I typically do to use homework?
17. What do I typically do to help students examine similarities and differences?
18. What do I typically do to help students examine errors in reasoning?
19. What do I typically do to help students practice skills, strategies, and processes?
20. What do I typically do to help students revise knowledge?
21. What do I typically do to organize students for cognitively complex tasks?
22. What do I typically do to engage students in cognitively complex tasks involving hypothesis generation and testing?
23. What do I typically do to provide resources and guidance?
24. What do I typically do to notice when students are not engaged?
25. What do I typically do to use academic games?
26. What do I typically do to manage response rates?
27. What do I typically do to use physical movement?
28. What do I typically do to maintain a lively pace?
29. What do I typically do to demonstrate intensity and enthusiasm?
30. What do I typically do to use friendly controversy?
31. What do I typically do to provide opportunities for students to talk about themselves?
32. What do I typically do to present unusual or intriguing information?
33. What do I typically do to demonstrate withitness?
34. What do I typically do to apply consequences for lack of adherence to rules and procedures?
35. What do I typically do to acknowledge adherence to rules and procedures?
36. What do I typically do to understand students’ interests and backgrounds?
37. What do I typically do to use verbal and nonverbal behaviors that indicate affection for students?
38. What do I typically do to display objectivity and control?
39. What do I typically do to demonstrate value and respect for low-expectancy students?
40. What do I typically do to ask questions of low-expectancy students?
41. What do I typically do to probe incorrect answers with low-expectancy students?

Suggested Resources

• Association for Supervision and Curriculum Development
• Education Week
• International Literacy Association
• The Marshall Memo
• National Council of Teachers of English
• National Council of Teachers of Mathematics
• National Science Teachers Association
• New Teacher Center
• SmartBrief
• SmarterCookie
• Success at the Core
• Teaching Channel
• YouTube