Methods for Effective Teaching: Meeting the Needs of All Students

by Paul Burden, David Byrd

Overview

Methods for Effective Teaching discusses research-based general teaching methods while emphasizing contemporary issues, including creating a learning community, differentiating your instruction, and making instruction modifications based on student differences. Several pedagogical features about technology, learning communities, and instructional modifications for diverse classrooms engage the reader in decision making about chapter concepts. This book offers new content on motivating students for a learning community, working with colleagues and parents, differentiating your instruction, and managing lesson delivery. Thorough coverage of classroom management and discipline includes discussion of dynamic ways to create a positive learning environment. For anyone interested in different methods for teaching k-12 effectively.

Product Details

ISBN-13:	9780138159573
Publisher:	Pearson Education
Publication date:	03/29/2024
Edition description:	9th ed.
Pages:	496
Product dimensions:	8.40(w) x 10.70(h) x 0.90(d)

About the Author

About our authors

Paul R. Burden is an assistant dean and professor in the College of Education at Kansas State University, Manhattan, where he has supervised student teachers and taught courses on teaching methods, classroom management and discipline, foundations of education and instructional leadership. Currently, he is the college's accreditation coordinator. Previously, he was a middle-level science teacher in Buffalo, New York, and later earned his doctoral degree at The Ohio State University. He has received the College of Education's Outstanding Undergraduate Teaching Award at Kansas State University and the Distinguished Service award from the National Staff Development Council.

His publications include Classroom Management: Creating a Successful K to 12 Learning Community (2017, John Wiley & Sons), Countdown to the First Day of School (2006, National Education Association), Powerful Classroom Management Strategies: Motivating Students to Learn (2000, Corwin Press), as well as Establishing Career Ladders in Teaching (1987, Charles C Thomas). He served for 11 years as the editor of the Journal of Staff Development, a quarterly journal sponsored by the National Staff Development Council and he has presented over 70 papers at regional and national educational conferences in addition to authoring 15 articles and 4 book chapters.

Married with three children, Dr. Burden enjoys traveling with his family and working on genealogy. He can be contacted at Kansas State University, 7 Bluemont Hall, Manhattan, Kansas 66506; 785-532-5595; [e-mail].

David M. Byrd is director of the School of Education at the University of Rhode Island. He is a graduate of the doctoral program in teacher education at Syracuse University. Prior to coming to Rhode Island, he was an associate professor at Southern Illinois University. He has a long-term professional and research interest in programs for beginning teachers and teacher professional development.

Dr. Byrd has authored and coauthored over 30 articles, books and chapters. He has served as coeditor of the Association of Teacher Educators' Teacher Education Yearbook series (2000 to 2006). Yearbook titles that he edited include Preparing Tomorrow's Teachers: The Field Experience, Research on the Education of Our Nation's Teachers, Research on Career Long Teacher Education, Research on Professional Development Schools, and Research on Effective Models for Teacher Education. He has served as chairperson of the Research Committee for the Association of Teacher Educators and on the journal board for Action in Teacher Education. Dr. Byrd can be contacted at the University of Rhode Island, 706 Chafee Hall, Kingston, Rhode Island 02881; 401-874-5484; [e-mail].

Table of Contents

Each chapter concludes with “Spotlight on Technology,” “Creating a learning Community,” “Major Concepts,” “Discussion Questions,” “Supplemental Activities,” “Key Terms,” “Recommended Readings,” and “References.”
Preface.
About the Authors.

PART I. Foundations of Teaching Methods.

1. Introduction to Teacher Decision Making.
How Is This Book Organized?
What is Decision Making?
What Decisions Do Teachers Make?
How Might Teachers Improve Their Decision Making?
Summary.

PART II. Planning Instruction.

2. The Fundamentals of Planning.
What Is Planning?
Approaches to Planning.
Additional Planning Considerations.
How Do Teachers Really Plan?

3. Types of Teacher Planning.
Types of Teacher Plans.
Components of a Daily Lesson Plan.
Alternative Lesson Plan Formats.

4. The Inclusive and Multicultural Classroom.
Student Characteristics that Demonstrate Differences.
Creating an Inclusive, Multicultural Classroom.

5. Motivating Students for a Learning Community.
Planning for Motivation.
Motivational Strategies Concerning Instruction.
Motivational Strategies Concerning Evaluation and Feedback.

PART III. Selecting Instructional Strategies.

6 Differentiating Your Instruction.
Why Differentiate Your Instruction.
Ways to Differentiate Your Instruction.
A Range of Instructional Strategies.
Grouping forInstruction.

7. Direct Instructional Strategies.
Direct Expository Strategies and Mastery Learning.
Lectures, Questions, and Practice.

8. Indirect Instructional Strategies.
Group and Discussion Methods.
Inquiry and Discovery Approaches.

PART IV. Managing Instruction and the Classroom.

9. Managing Lesson Delivery.
Issues Affecting Lesson Delivery.
Managing Lesson Delivery.

10. Classroom Management.
Dimensions of Classroom Management.
Preparing for the School Year.
Organizing Your Classroom and Materials.
Selecting and Teaching Rules and Procedures.
Establishing a Cooperative, Responsible Classroom.

11. Classroom Discipline.
Misbehavior.
Interventions.
A 3-Step Response Plan.

PART V. Assessing Student Performance.

12. Assessing Student Performance.
What is Evaluation?
Establishing a Framework for Evaluation.
Characteristics of Good Assessment Instruments.
Gathering Evaluation Information.
Preparing and Administering Teacher-Made Tests.

13. Grading Systems, Marking, and Reporting.
Purposes of Grading.
Grading Systems.
Assigning Letter Grades.
Nonachievement Outcomes.
Designing a Gradebook.
Reporting Grades and Communicating to Parents.
General Principles in Grading and Reporting.

PART VI. Working With Others.

14. Working with Colleagues and Parents.
Reasons for Working with Parents.
Understanding Parents.
Contacting and Communicating with Parents.

Editorial Reviews

New edition of a text designed to provide comprehensive, research-based coverage of general teaching methods. Coverage includes teacher planning, instructional strategies, lesson delivery, discipline issues, student diversity, student evaluation, and working with parents. Features "Teachers in Action" sections which provide viewpoints from working teachers, as well as suggestions for supplemental activities. Annotation c. by Book News, Inc., Portland, Or.

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