Solution Manual For Those Who Can, Teach 16th Edition by Kevin Ryan, James M. Cooper, Cheryl Mason B

SOLUTION MANUAL FOR THOSE WHO CAN, TEACH 16TH EDITION BY KEVIN RYAN, J AMES M. COOPER, CHERYL MASON BOLICK, CORY CALLAHAN CHAPTERS 1-15 CHAPTER 2

TABLE OF CONTENTS Pause and Reflect ........................................................................................................................................ 1 [Pause and Reflect, Page 3] ...................................................................................................................... 1 [Pause and Reflect, Page 7] ...................................................................................................................... 1 [Pause and Reflect, Page 10]..................................................................................................................... 2 [Pause and Reflect, Page 13]..................................................................................................................... 2 [Pause and Reflect, Page 15]..................................................................................................................... 3 [Pause and Reflect, Page 17]..................................................................................................................... 3 [Pause and Reflect, Page 18]..................................................................................................................... 3

PAUSE AND REFLECT [PAUSE AND REFLECT, PAGE 3] 1. Which three of the motives come closest to your thoughts about a career in teaching?

Answer: (Answers may vary.) To make a difference in students’ lives; to help students reach their full potential; a teacher inspired me when I was young; to be a part of those “aha” moments when things just click for a student; to share my enthusiasm for the subject I teach; to make a difference in the larger community; for the earning potential 2. Thinking about these three motives, what does this tell you about yourself?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 7] 1. Which of the extrinsic rewards discussed in this section apply to you most? Which of the intrinsic rewards? Are there other rewards not mentioned here?

Answer: (Answers may vary.)

Extrinsic rewards: Salaries and benefits; status; power; work schedule Intrinsic rewards: Students; performance of a significant social service; stimulation and support from fellow teachers; the work of teaching

2. As you ponder your own motives for considering teaching, what have you learned about yourself?

Answer: (Answers may vary.) Students may mention topics related to privilege, power, experience, and passion

[PAUSE AND REFLECT, PAGE 10] 1. Are you really and truly using all the resources available to you to help you make a conscious, clearly thought-out decision about your future career? What can you do to enhance your chances of making a good decision?

Answer: (Answers may vary.) Students may mention the following:  Observe in schools and participate in various activities to have real encounters with students such as working as a teacher’s aide, substitute teacher, camp counselor, with youth groups, or with after-school programs  Vicarious experiences such as watching movies or reading books about teachers  Receive guidance from parents, former teachers, friends, career counselors, and college professors  Reflect on the data and information acquired through real and vicarious experiences and from trusted advisors 2. How can you strengthen your mental habit of reflecting on experiences?

Answer: (Answers may vary.) Student mention times when they have or have not developed a mental habit of reflecting on their experiences.

[PAUSE AND REFLECT, PAGE 13] 1. What do you think the students in Julia’s class were thinking and feeling about her teaching approach?

Answer: Students in Julia’s classroom were likely noticing her enthusiasm for science and perhaps overwhelmed at the pace at which they were expected to develop an in-depth understanding of the content material.

2. What are some things Julia might do to increase engagement for science in her students?

Answer: Julia’s could implement more interactive experiences and assignment in her class.

Students might feel less overwhelmed and more genuinely interested in the content material.

[PAUSE AND REFLECT, PAGE 15] 1. What is the double standard Fred spoke of, and how do you explain it? Did it exist in your school?

Answer: (Answers may vary.) Todd spoke of a double standard in behavior in which honors students could “get away” with behavior that would result in other students being punished.

Fred spoke of a double standard in which a college-bound student whose performance dropped in a regular class would raise concern in the school and result in an examination of the situation and an attempt to help the student, but a drop in performance by a student in Curriculum II classes would be attributed to a lack of intellectual ability.

2. How do Fred’s expectations for his students differ from those of most teachers you have known?

Answer: (Answers may vary.) Students may draw on particular instances comparing Fred to teachers they know/have known.

[PAUSE AND REFLECT, PAGE 17] 1. Does this information about students’ high regard for teachers surprise you?

Answer: Answers may vary.

2. What are your personal reactions to this endorsement of teachers and does it fit with your experience?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 18] 1. Do the opinions of one of these groups—the public, students, administrators, other new teachers—matter more to you than the opinions of the others? Why? Answer: Answers may vary.

2. How important is it to you to know what other people will think about you as a teacher?

Answer: Answers may vary.

Solution and Answer Guide RYAN, COOPER, M ASON BOLICK, CALLAHAN, THOSE WHO CAN, TEACH, 16E, 2027, 9798214132761; CHAPTER 2: WHAT IS A SCHOOL AND WHAT IS IT F OR?

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PAUSE AND REFLECT [PAUSE AND REFLECT, PAGE 24] 1. Before you read on, how would you answer the question ―What is a school?‖ Answer: Answers may vary.

2. Which of the previous descriptions best describes your understanding of schools? Which least describes your understanding? If none of them fit, write your own one-sentence description.

Answer: Answers may vary. Students may mention the following descriptions:  A school is an agency that weans children from the protective warmth of the family and trains them for what society has decided is useful work.  A school is a place where ―they‖ fix your mind so you think like everyone else.  A school is where children fall in love with learning.  A school is a tax-supported babysitting agency.  A school is a place where young savages have a chance to become civilized by engaging in the world’s most precious wisdom.

  

A school is a place where we explore who we really are and how we can become full, creative human beings.

A school is an institution where the dead wisdom and worn-out skills of the past are force-fed to the young.

A school is where real education takes place.

[PAUSE AND REFLECT, PAGE 27] 1. Which have been the most important learning opportunities in your life: think of examples from both your schooling and your nonschool education?

Answer: Answers may vary.

2. Can you think of a time when you learned something at school that was different from what you learned at home, with friends, or at a place of worship? What may account for that difference?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 32] 1. Which of these two broad educational approaches—transmitting the culture or reconstructing the culture—has more appeal to you?

Why? Answer: Answers may vary. Students may mention the following differences in explaining their choice:  Transmitting the culture: o Ensures young people know and understand the dominant ideas of their society’s culture o Helps young people find value and meaning in their own culture o Helps ensure the smooth functioning of society o Views conflict as a negative thing o May not reflect the diversity of the community  Reconstructing the culture: o Works toward activating student interest and commitment to improving society o Forms the young into agents of change o Believes schools exist to serve the needs of the elite o Believes schools should create autonomous citizens 2. How open are you to seriously considering the other approach?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 37] 1. Thinking back on your high school experiences, how were these four purposes (intellectual, political and civic, economic, and

social) evident in your schooling? Was one more dominant than the others? Which one?

Answer: Answers may vary.

2. Which of these four purposes of education do you believe ought to be given the greatest weight in the organization of schools?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 43] 1. Do you think that meeting the developmental goals cited previously is more crucial during middle school years than at other periods in students’ lives? Why or why not?

Answer: Answers may vary. Students may note the stagnation or smaller rate of growth in academic skills during middle school or the increase in discipline problems associated with middle schools and not K-8 schools.

2. Has your experience led you to agree or disagree with those who believe that academic achievement takes second place to personal growth in many of today’s middle schools? Why? Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 46] 1. Should the new ―à la carte‖ model of online shopping inform schooling? Why or Why not?

Answer: Answers may vary.

2. Drawing on your experiences in school and in your teacher education program, how might you begin to balance the ―process‖ and ―product‖ of schools? Which, in your view, deserves priority?

Why? Answer: Answers may vary. Students may mention the process (ambiguous goals and laxity) and the product (graduates illprepared for the workplace) described in the book.

[PAUSE AND REFLECT, PAGE 47] 1. Which of the characteristics of effective schools listed here did your high school exhibit most?

Answer: Answers may vary.

2. Which did it exhibit the least?

Answer: Answers may vary.

Solution and Answer Guide RYAN, COOPER, M ASON BOLICK, CALLAHAN, THOSE WHO CAN, TEACH, 16E, 2027, 9798214132761; CHAPTER 3: WHO ARE TODAY’S STUDENTS IN A DIVERSE SOCIETY?

TABLE OF CONTENTS Pause and Reflect .................................................... 7 [Pause and Reflect, Page 59] ....................................... 7 [Pause and Reflect, Page 62] ....................................... 8 [Pause and Reflect, Page 65] ....................................... 8 [Pause and Reflect, Page 74] ....................................... 9 [Pause and Reflect, Page 78] ....................................... 9 [Pause and Reflect, Page 83] ....................................... 9

PAUSE AND REFLECT [PAUSE AND REFLECT, PAGE 59] 3. What are ways teachers can create successful learning experiences for students of diverse backgrounds?

Answer: James Banks identified five dimensions of multicultural education that can help create successful learning experiences for diverse students:  Content Integration: broadening the curriculum beyond the dominant narrative  Knowledge construction: attempts to help students examine the values and assumptions within knowledge  Equity pedagogy: focus on teachers examining the teaching practice to engage all students in equitable ways  Prejudice reduction: calls upon teachers and students to examine their own biases and develop positive racial beliefs and attitudes  Empowering school culture and social structure: moves beyond the individual classroom to examine the wholistic school environment and structure

2. In what ways do changing demographics of our society impact the ways we teach and learn in today’s schools?

Answer: (Answers may vary.) Teachers should implement equity pedagogy, which can include:  Teachers and administrators must have an awareness of who their students are  Teachers should develop cultural knowledge and build an inclusive school climate  Teachers should invest time into getting to know students and their backgrounds to help better craft instruction for diverse learners 3. What are some specific strategies you could use to bring culturally relevant resources into your classroom?

Answer: (Answers may vary.) Students may mention the following:  Use student-centered stories and examples  Include resources so students can ―see‖ themselves in the curriculum materials  Select literature to help students understand and have conversations around race  Choose resources that present world events from a non-American perspective

[PAUSE AND REFLECT, PAGE 62] 1. How can you help prepare yourself for the diversity you are likely to encounter in the classroom?

Answer: (Answers may vary.) Students may mention learning a language other than English, getting to know students from a variety of cultural backgrounds, and attending a cultural event that is different from their own culture.

2. What experiences with diversity will you bring to the classroom?

How do you think these experiences will help you as a teacher?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 65] 1. Looking at Howard Gardner’s list of intelligences, which are your strongest intelligences? How might you adapt instruction to meet different students’ ways of learning?

Answer: (Answers may vary.) Students may mention: Acknowledging and fostering individual abilities; using hands-on learning; teaching subjects in a variety of ways; using strategies from the multiple intelligences menu.

4. Reflect back on your K–12 experiences. In what ways did your strengths support or challenge you as a student?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 74] 1. A key pillar of High Leverage Practices (HLPs) is collaboration.

Who are the different adults within the school system and outside the school you can collaborate with to support your students with disabilities? What would this collaboration look like?

Answer: Answers may vary.

2. What is your position on ―full inclusion‖? What questions do you have about this strategy?

Answer: (Answers may vary.) Students may mention concerns about lowering the level of education for students without disabilities, inadequate attention for the children with disabilities, and inadequate training and resources.

5. Consider the physical layout of a classroom. Consider different ways you might arrange the room to support students with physical disabilities.

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 78] 1. What do you think will be the most challenging and rewarding aspects of teaching gifted or talented students? How can you prepare for that challenge?

Answer: (Answers may vary.) Students may mention the difficulty of keeping gifted/talented interested and engaged and preventing boredom. Another challenging aspect may be correctly identifying gifted/talented students from underrepresented groups. Teachers must encourage independent and self-directed learning, encourage students to apply complex cognitive processes such as creative thinking, critiques, and pro and con analyses, and consider outside sources for additional instructional material.

2. What resources are available in your local district and state for gifted children? Investigate their online resources to learn about enrichment opportunities for gifted students.

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 83] 1. In your experience, did the school you attended treat boys and girls equally? What examples can you cite to support your response?

Answer: Answers may vary.

2. How are you prepared to support a student who is bullied at school based on their sexual orientation or identity? Consider specific strategies you might enact.

Answer: (Answers may vary.) Strategies students may enact include:  Establishing rules against name-calling  Respect different points of view  Do not make assumptions about students’ families or sexual orientations  Be a role model for treating people with respect and dignity

Solution and Answer Guide RYAN, COOPER, M ASON BOLICK, CALLAHAN, THOSE WHO CAN, TEACH, 16E, 2027, 9798214132761; CHAPTER 4: HOW DO SOCIAL ISSUES AFFECT STUDENTS?

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PAUSE AND REFLECT [PAUSE AND REFLECT, PAGE 93] 6. How does your own family background reflect traditional or emerging family patterns? How do you think your upbringing will affect your ability to teach students from different family situations?

Answer: Answers may vary.

2. How can you prepare to work effectively with diverse parents and caregivers?

Answer: (Answers may vary.) Teachers can provide supportive adult-youth relationships that extend over time, implement opportunities to develop social and emotional skills, and establish clear routines for classroom procedures.

[PAUSE AND REFLECT, PAGE 99] 1. What are some ways that poverty and homelessness impact student success in the classroom?

Answer: Answers may vary. Students may mention:  Students may have extensive travel to get to school  Students may not have adults available to assist them with homework after school  Students may have poor health, hunger, emotional trauma, or simply being unable to stay awake in class.

2. How can you prepare to adjust to meet the expectations of students you teach who may be homeless or living in poverty?

Answer: Answers may vary. Students may mention:   

Seek support from agencies outside of school who may be able to assist with supporting the student Solicit support from trained school staff such as school social worker Get to know your students so you aware of their needs

3. Why do you think it is so difficult for schools to overcome the effects of poverty on the academic achievement for poor children?

Answer: (Answers may vary.) Students may mention the following:   

Schools were designed around the needs of the middle class Schools cannot change the effects of poverty children encounter outside the school Children experiencing poverty may also experience problems like malnutrition, chronic illness, and homelessness

[PAUSE AND REFLECT, PAGE 102] 1. What kinds of support do pregnant and parenting teenagers need from their teachers?

Answer: Students may mention the following: Pregnant and parenting teenagers need encouragement to stay in school, assistance in obtaining prenatal care and parenting advice, and may need to bring their child to school with them.

2. Do you think that you will be comfortable and well prepared to deal with your students’ questions or remarks about sexuality? If not, how can you prepare now?

Answer: (Answers may vary.) Teachers can prepare for questions or remarks about sexuality by considering legal and ethical guidelines, examining personal beliefs and biases, and obtaining scientific information about human sexuality and the prevention of pregnancy and STDs.

[PAUSE AND REFLECT, PAGE 103] 1. What can schools, teachers, and other social agencies do to help parents and children avoid abuse? How can schools, teachers, and other social agencies support students who have been abused?

Answer: (Answers may vary.) Schools, teachers, and social agencies can support students who have been abused by providing emotional safety and stability, trustworthy praise, concrete rewards, constructive ways to control the classroom environment, and capable adult role models.

[PAUSE AND REFLECT, PAGE 104] 1. Which elements of school culture serve to condone or even encourage student drinking and drug use? Which elements could be used to discourage substance abuse?

Answer: Elements of school culture that could serve to condone drinking and drug use include peer pressure and a lack of enforcement of rules regarding substance use. Elements of school culture that could discourage substance abuse include educational strategies, the enforcement of rules regarding substance use, and the use of positive role models.

2. What can you, as a teacher, do to encourage responsible student substance use behavior?

Answer: Answers may vary.) Teachers can provide positive role models for their students, educating students on the risks of substance abuse, and enforce rules about substance use.

[PAUSE AND REFLECT, PAGE 111] 1. Have you ever been afraid to go to school? Why? Answer: Answers may vary.

2. What were the safety procedures in your high school? What suggestions do you have for school safety protocols?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 113] 1. Can a secondary-level teacher, who may see 150 students each day, get to know them all well? What are strategies teachers can use to get to know their students?

Answer: (Answers may vary.) Students may suggest strategies such as learning students’ names, making time to talk with students informally, or advising student groups or clubs.

2. What are strategies you could take the support a student who is at risk for dropping out of school?

Answer: Teachers can get to know their students, show interest and care in their students, and talk to and encourage them.

Teachers and schools can provide individualized learning environments, supplemental academic support, and engaging instruction.

Solution and Answer Guide RYAN, COOPER, M ASON BOLICK, CALLAHAN, THOSE WHO CAN, TEACH, 16E, 2027, 9798214132761; CHAPTER 5: WHAT IS TAUGHT?

TABLE OF CONTENTS Pause and Reflect ................................................... 13 [Pause and Reflect, Page 117] ..................................... 13 [Pause and Reflect, Page 120] ..................................... 14 [Pause and Reflect, Page 130] ..................................... 14 [Pause and Reflect, Page 134] ..................................... 14 [Pause and Reflect, Page 146] ..................................... 14 [Pause and Reflect, Page 149] ..................................... 15 [Pause and Reflect, Page 151] ..................................... 15

PAUSE AND REFLECT [PAUSE AND REFLECT, PAGE 117] 7. How can you determine the hidden curriculum of a school? Which clues would you look for?

Answer: Clues to the hidden curriculum of a school could include the perceived warmth of the school, the school’s support for

diversity, the extent to which individualism is encouraged, and the level of concern with preserving the status quo.

2. Thinking back on your own schooling, can you identify some of the messages that you received from the hidden curriculum?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 120] 1. Study the standards for a discipline area in which you are interested. Do you believe they are appropriate for the level of students you would like to teach? What strategies or methods might you use to teach these standards?

Answer: Answers may vary.

3. Do you support the use of high-stakes tests to determine graduation from high school? Why or why not?

Answer: (Answers may vary.) Students may mention the benefit of having accountability standards and the risks of harming the students’ future educations.

[PAUSE AND REFLECT, PAGE 130] 1. What is your view of the issues and trends in your favorite subject field?

Answer: Answers may vary.

2. Are there any other developments or changes in the curriculum that you would like to see?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 134] 1. In your opinion, what would be the best ways to improve the performance of U.S. students in mathematics and science?

Answer: Answers may vary.

8. Do you think the United States should have a national curriculum, as do so many other industrialized nations? Why or why not?

Answer: (Answers may vary.) Students may mention the difficulty of aligning instruction with standards when the standards vary state-to-state, and the difficulty students may face when they move and have to start at a different place in the new school’s curriculum.

[PAUSE AND REFLECT, PAGE 146]

1. Have you had personal experience with any of the instructional approaches described in this section? If so, were they positive or negative? What made them so?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 149] 1. Have the curricula you experienced tended to be more like the multicultural curriculum or the core curriculum described in this chapter? What were the strengths and weaknesses of the curricula you were taught?

Answer: Answers may vary.

2. Where do you stand on the tracking issue? Has your own educational background included tracking? How does your background affect where you stand on this issue?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 151] 1. What are some of the strategies or methods you envision using in your future classroom? How will you use them to teach a specific grade level of discipline?

Answer: Answers may vary.

2. Which goals and knowledge do you believe are most relevant or important for schools to include in their curricula? Why? Answer: Answers may vary.

Solution and Answer Guide RYAN, COOPER, M ASON BOLICK, CALLAHAN, THOSE WHO CAN, TEACH, 16E, 2027, 9798214132761; CHAPTER 6: WHAT MAKES A TEACHER EFFECTIVE?

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PAUSE AND REFLECT [PAUSE AND REFLECT, PAGE 159] 9. If you were to teach the lesson Carol had planned, what changes would you make and why?

Answer: (Answers may vary.) Students may suggest some of the following changes:  Assigning groups  Assigning topics  Ensuring research materials are available before giving the assignment  Present preliminary background on topics like culture and effective research before beginning the assignment  Create a rubric for group work emphasizing the participation of all students

[PAUSE AND REFLECT, PAGE 167] 1. Can you think of any examples of where a teacher’s expectations of you or another student led to a self-fulfilling prophecy?

Describe the circumstances.

Answer: Answers may vary.

2. What are ways you might build in regular questioning or reflection activities to help you reflect upon decisions you make in the classroom?

Answer: Answers may vary.

4. Do you have any concerns about your attitudes toward students’ parents, school administrators, or other teachers? If you do, what can you do to make positive relationships a priority?

Answer: Answers may vary.

4. Can you think of any ways that you, as a teacher, might be able to work up more enthusiasm for a topic that does not at first seem very interesting?

Answer: (Answers may vary.) Students may suggest:  Finding aspects of the topic that are interesting to the teacher  Using stories or anecdotes to add interest to the topic  Finding connections between the topic and the real world or daily life

[PAUSE AND REFLECT, PAGE 168] 1. Which parts of the discipline content you are learning in college do you expect to teach to your own students? Which parts are you likely not to teach to them?

Answer: (Answers may vary.) Students may mention that they probably will not teach more advanced, detailed, or theoretical discipline content, but will probably teach the basic skills of the discipline.

4. Do you recall any teachers from your own schooling who demonstrated especially strong content knowledge, but weak pedagogical knowledge?

What did this look like in the classroom?

Answer: Answers may vary.

3. Do you recall any teachers from your own schooling who demonstrated especially strong pedagogical knowledge, but weak content knowledge?

What did this look like in the classroom?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 169] 1. Has reading about Carol Landis and her theories-in-use helped you identify any of your own theories-in-use or those of teachers you have known? If so, what are some of those theories-in-use?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 178] 1. Do the research findings on academic engaged time surprise you, or do they seem obvious? If you think the findings reflect common sense, why do you suppose teachers vary so much in their ability to keep students engaged?

Answer: Answers may vary.

2. What are specific strategies you could use in your future classroom to foster a positive sense of community?

Answer: Answers may vary.

3. We have included several suggestions for managing a classroom.

Which seem most useful to you, and why? Which do you believe you would find most difficult to use, and why?

Answer: (Answers may vary.) Students may mention some or all of the following strategies as either useful or difficult:

       

Involve families Help students work together to decide how to be respectful and fair Gain students’ cooperation by establishing positive relationships, sharing responsibilities, and using rewards Establish clearly defined rules and routines Be attentive and acknowledge students’ feelings, and use ―active listening‖ techniques Communicate high expectations Learn about your students’ lives Be welcoming

Solution and Answer Guide RYAN, COOPER, M ASON BOLICK, CALLAHAN, THOSE WHO CAN, TEACH, 16E, 2027, 9798214132761; CHAPTER 7: WHAT SHOULD TEACHERS KNOW ABOUT T ECHNOLOGY AND ITS IMPACT ON T EACHING AND LEARNING?

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PAUSE AND REFLECT [PAUSE AND REFLECT, PAGE 188] 10.

How have recent developments in technology affected how you learn as a student?

Answer: Answers may vary.

11.

When you were in high school, which types of technology were your teachers using? At what stage of the SAMR model was the technology applied?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 190] 1. How do teachers of different disciplines use technology in different ways?

Answer: (Answers may vary.) Some examples students may provide include:  A geography teacher encouraging the use of GIS  A history teacher showing virtual tours of historic sites  A foreign language teacher using an audio lab for comprehension practice  An English teacher allowing students to do research on the Internet 5. As a student, how do you use technology to support your learning?

Answer: (Answers may vary.) Student answers may include:  Using learning management software and course websites  Using the Internet for research  Using a laptop or tablet to take notes

[PAUSE AND REFLECT, PAGE 197] 1. How confident are you in your own AI literacy? What do you currently understand about how AI tools work, and what questions do you still have about their capabilities and limitations in the classroom?

Answer: Answers may vary.

3. What is your school or district’s current policy on student use of AI? How do you communicate those guidelines—and any classroom specific expectations—to your students?

Answer: Answers may vary.

3. Think of an assignment you currently use that students could easily complete using AI. How might you revise or redesign that task to focus on original thinking, personal connection, or process in a way that encourages meaningful student engagement?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 210] 1. How can technologies help provide an equitable education for students with disabilities?

Answer: Students with disabilities can benefit from eye- and head-tracking technology, screen readers, speech-to-text programs, alternative communication devices, and numerous other devices and programs. Technology can be mandated in a student’s IEP.

2. Pick the technology that most interests you in this section, and think about how you might use it in your classroom. Would the technology allow you to improve on something you already did?

Would you be innovating with the technology?

Answer: Answers may vary.

3. Do you have any educational concerns about the use of these technologies in schools?

Answer: (Answers may vary.) Students may mention concerns about student privacy and safety on Internet-enabled devices and the increasing amount of time children spend using in front of screens.

[PAUSE AND REFLECT, PAGE 214] 1. Have How can teachers use technology to improve communication with parents?

Answer: Teachers can use Learning Management Systems and Google sites to communicate with parents. Teachers can also use school or class social media pages and email to communicate with parents.

2. Do you envision yourself as a teacher who would be comfortable using technology in a constructivist way, such as Patricia Gonzalez did?

Answer: Answers may vary.

3. What do you see as the pros and cons of such an approach?

Answer: (Answers may vary.) Students may mention positive aspects such as allowing the use of outside sources of information and positioning the teacher as a facilitator. Negative aspects may include teacher or school unwillingness to adopt new technologies and a lack of familiarity with new technology.

[PAUSE AND REFLECT, PAGE 216] 3. Envision yourself teaching with each of these computer arrangements. What would you and your students be able to do in a computer lab?

Answer: (Answers may vary.) Students may suggest the use of computer labs for group technology instruction.

2. How would that be different if each of your students were able to use a handheld device in school?

Answer: (Answers may vary.) Students may mention the increased ease of integrating technology with the classroom curriculum and the ability to use technology in small group projects and without

having to schedule a computer lab in advance.

3. How would your instruction change if you were assigned to a classroom with a single computer?

Answer: (Answers may vary.) Students may mention the difficulty of teaching technology skills in this fashion, but teachers can still use the computer with a projector to access Internet resources for the class.

[PAUSE AND REFLECT, PAGE 217] 2. Which skills in using media and technology do you think teachers should have?

Answer: (Answers may vary.) Students may include the use of social media, learning management systems, and email to communicate with parents, Internet safety and privacy skills to be a good role model, and basic classroom technology skills, such as the use of projectors and display software.

3. How can you prepare yourself to use technology in your classroom?

Answer: Answers may vary.) Students may consider taking additional technology classes, attending webinars for classroom technology, and asking teachers what technology skills they would recommend a new teacher have.

3. What are your concerns about using technology in the classroom?

Answer: Answers may vary.

4. What kinds of support systems do the teachers you know have for using technology in instruction? Whom do they ask when they have questions?

Answer: (Answers may vary.) Teachers may have access to an Information Technology office or help centers for various types of hardware and software.

[PAUSE AND REFLECT, PAGE 220] 1. Where do you see evidence of the digital divide in the world outside of the K–12 classroom?

Answer: (Answers may vary.) Students may note the digital divide between those who can afford technology at home and those who cannot, those who have access to broadband internet and those who do not, and between people of different races and genders.

2. How will the digital divide affect you and your classroom?

Answer: Answers may vary.

Solution and Answer Guide RYAN, COOPER, M ASON BOLICK, CALLAHAN, THOSE WHO CAN, TEACH, 16E, 2027, 9798214132761; CHAPTER 8: WHAT ARE THE ETHICAL AND LEGAL ISSUES FACING TEACHERS?

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PAUSE AND REFLECT [PAUSE AND REFLECT, PAGE 219] 12.

When you think about some of your favorite teachers, can you recall ways in which they exhibited ethical habits or principles? Do you have memories of teachers behaving unethically? How? Answer: Answers may vary.

13.

How will you, as a teacher, act differently in similar situations?

Answer: Answers may vary.

14.

What would you say is the greatest ethical obligation of a teacher? Why? Answer: (Answers may vary.) Students may mention setting a good example and being a good influence, acting fairly, and being respectful of students, parents, and coworkers.

[PAUSE AND REFLECT, PAGE 220] 1. As a colleague of Connie’s, what should Marilyn do?

Answer: Answers may vary.

6. As a member of the teaching profession, what should Marilyn do?

Answer: (Answers may vary.) Marilyn will need to consider her ethical and professional values to determine if it is for the best interest of the children to help build a case against Connie, or if participating in this effort would violate her ethical responsibilities towards her coworker.

3. If you were in this situation, what would you do?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 220] 2. What are the ethical issues in these two cases? Are there complexities that cause ethical conflicts? If so, what are they?

Answer: The ethical issue in the case of Alan is if the teacher should look the other way in an attempt to save Alan’s academic career at the school, or if the teacher should report the presence of drugs as required. One complexity causing this conflict is the principal’s overreaction to the issue; another complexity is the likelihood of these drugs not belonging to Alan, but to his older brother.

The ethical issue in the case of Janelle is whether or not the teacher should report Janelle’s story to the principal and risk causing trouble with Mr. Mitchell. One complexity causing this conflict is the presence of a conflicting story from another student in the class, another complexity is Janelle’s history as a poor student, and another complexity is Mr. Mitchell’s outspoken attitudes towards students with IEPs. 4. How did your moral compass react to these situations? To the case of Alan? To Janelle’s situation?

Answer: Answers may vary.

4. In each case, what would you do? Who needs to be considered as you try to decide on your course of action?

Answer: (Answers may vary.) In each case, the impact on the child needs to be considered, as well as the potential impact to the rest of the school (in Alan’s case) and to both Mr. Mitchell and the reporting teacher (in Janelle’s case).

[PAUSE AND REFLECT, PAGE 225] 1. Does that phrase, doing the job as it ought to be done, remind you of any teachers you have had in the past? What was their impact on you?

Answer: Answers may vary.

4. Do you recall any striking examples of the opposite? What can you learn from their example?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 234] 4. What teaching mistake, if any, did Lori make?

Answer: (Answers may vary.) Students may not feel Lori made a mistake. Some students may feel Lori made a mistake by having her back turned away from the other groups in the class.

5. In your judgment, is Lori liable for Jared’s injury?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 238] 4. Is the freedom of expression limitless? Can a teacher say anything or teach anything, claiming it is his or her right to free expression?

Answer: The right to freedom of expression is not limitless.

While teachers have the right to express their opinions as regular citizens, the right is limited when the opinions constitute ―fighting words,‖ are vulgar or abusive, cause disruption in the classroom or school, or encourage dishonest or unprofessional behavior.

4. To what degree do you think that you, as a potential teacher, should have the right to select your own course materials or to provide information to students?

Answer: Answers may vary.

5. Are there any instances in which you think a teacher’s freedom of expression should be limited? If so, what are they?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 244] 3. To what degree do you believe that a teacher’s personal life should be truly private? Should what teachers do in their own time always be off limits for school authorities and protected by the law? Are teachers completely free to live their life in whatever way they decide?

Answer: (Answers may vary.) Students may discuss instances of teachers’ behavior displayed on social media or the Internet, including hate speech, the production of adult material, and other behavior not generally accepted by the social majority.

4. Were there teachers in your elementary or high school experience whose behaviors ―pushed the envelope‖ and were in conflict with your community’s standards? If so, how did the school district respond? Do you believe justice was served? Was the cause of education served?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 253] 3. Do you believe that the textbooks you used as a student or that you have seen in your fieldwork promote secular humanism? What can you do, as a teacher, if your assigned curriculum materials seem to you to promote or denigrate a particular religious viewpoint?

Answer: Answers may vary.

4. Do you believe that controversies about religion in the schools will have a chilling effect on your own willingness as a teacher to have students read religious literature or study the contributions of religions?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 259] 1. If school authorities hear rumors that there are drugs in students’ lockers, do you believe they should be allowed to search students’ lockers without their permission?

Answer: Answers may vary.

2. Do you believe it is fair for school officials to use drugsniffing dogs to search for drugs in students’ lockers?

Answer: Answers may vary.

Solution and Answer Guide

RYAN, COOPER, M ASON BOLICK, CALLAHAN, THOSE WHO CAN, TEACH, 16E, 2027, 9798214132761; CHAPTER 9: WHAT ARE THE PHILOSOPHICAL FOUNDATIONS OF AMERICAN EDUCATION?

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PAUSE AND REFLECT [PAUSE AND REFLECT, PAGE 273] Before you go much further in this chapter, you should clarify where you stand today. What are your answers to these philosophical questions?

15.

What are the fundamental life questions to which you are seeking answers?

Answer: Answers may vary.

16.

How might your answer to question #1 influence you as a teacher?

Answer: Answers may vary.

17.

What are the ends or goals of the education you hope to provide students?

Answer: Answers may vary.

18.

Should a school lay out what is to be learned, or should students have a larger say in what and how they learn? Why? Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 278] 1. Which of these four branches of philosophy do you think is of greatest importance to you as a future teacher?

Answer: (Answers may vary.) Students should mention one of the following branches:  Metaphysics  Epistemology  Axiology  Logic 7. Which of these four branches contains the questions and issues about which you are most comfortable? And least comfortable?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 283] 3. Have you seen elements of the perennialism view in your own educational background?

Answer: Answers may vary. Students may mention elements such as:  An emphasis on classical thought  A teacher-directed instructional approach  The Great Books method  Socratic dialogue 5. How much emphasis on classical enduring works do you hope to include in your own teaching?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 284] 1. What knowledge do you believe will be essential for the students you teach to learn if they are to be effective members of their society?

Answer: Answers may vary.

5. In what ways do perennialist teachers differ from essentialist teachers?

Answer: Essentialist teachers believe there is a body of essential knowledge one must know to live well (a core curriculum that most students can and should learn), that observation of the natural world and reasoning is essential to understand reality, and that the method of acquiring the knowledge is less important than the acquisition of the knowledge itself.

[PAUSE AND REFLECT, PAGE 286] 6. How would teachers in public schools, who are held accountable for students’ mastery of curriculum standards, be able to follow a romantic philosophy of letting student interest guide the curriculum?

Answer: (Answers may vary.) Students may mention allowing time during the school day for students to explore their own interests in addition to the standard curriculum.

7. Do you think you would be comfortable adopting the romantic approach? Why or why not?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 289] 5. Did any of your teachers take a progressive approach to teaching?

If so, how did you, as a student, respond?

Answer: Answers may vary.

2. Do you believe your students would respond well if you chose to implement a progressive approach? What difficulties, if any, do you think you might encounter?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 294] 4. Which of the philosophies and theories of education holds the greatest intellectual appeal to you? Which one holds the least appeal? Why? Answer: Answers may vary.

5. How has reading about these four philosophical alternatives changed your own philosophy of education? Consider retaking the ―Philosophy of Education Self-Inventory‖ now that you have more knowledge about these philosophical underpinnings.

Answer: Answers may vary.

Solution and Answer Guide RYAN, COOPER, M ASON BOLICK, CALLAHAN, THOSE WHO CAN, TEACH, 16E, 2027, 9798214132761; CHAPTER 10: WHAT IS THE HISTORY OF AMERICA’S STRUGGLE FOR EDUCATIONAL OPPORTUNITY?

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PAUSE AND REFLECT [PAUSE AND REFLECT, PAGE 302] 19.

Why is it important for teachers to know the history of American education? How might you use such knowledge as seek to understand the contemporary landscape of schools and society?

Answer: (Answers may vary.) Knowing the history of American education is important for teachers because it provides a sense of perspective, a better understanding of the culture and context in which the teacher will work, and an appreciation of American education’s truly noble heritage.

[PAUSE AND REFLECT, PAGE 304] 3. Why did the educational development of colonial America differ among the New England, Middle, and Southern colonies?

Answer: Educational development differed among the New England, Middle, and Southern colonies because each area had different geography, population densities, beliefs, and goals for the education of their children.

8. In what ways were the educational systems different?

Answer: Schools in New England were developed on the belief that all children needed to be able to read and write. Town and district schools were established at the public expense to ensure children were literate. Education in the South came mostly through private tutors because widespread literacy was not considered as important as it was in New England. In the Middle Colonies, children were largely educated in private schools, which, while licensed, were not publicly funded and frequently

served only families of a certain ethnic or religious group.

Teachers were paid privately by the families of their students.

3. Can you see similarities to any of the colonial systems in today’s schools?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 307] 4. How are the arguments for and against common schools reflected in today’s controversies about using vouchers to pay for private or religious schooling?

Answer: (Answers may vary.) Arguments against common schools included concerns about paying for another person’s child to receive an education, a concern sometimes raised about the modern use of vouchers to pay for a private education. Concerns were raised about the ability or inability of schools to promote a specific set of religious beliefs, which is also a concern with the use of vouchers to pay for religious schools. Arguments in favor of common schools included the social benefit of having an educated populace; proponents of vouchers note that the use of vouchers can allow families to find the best educational ―fit‖ for their family and improve the quality of their child’s education.

[PAUSE AND REFLECT, PAGE 315] 1. What made the development of the American secondary school so unique in the history of the world?

Answer: The development of public secondary education for students who did not plan to attend college was uniquely American. American secondary schools were developed around the belief that a well-educated population was necessary for the preservation and functioning of democracy.

6. How would you group the grade sequence from elementary to secondary school? Why? Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 317] 8. Do you believe the role of private education is likely to increase, decrease, or stay the same in the upcoming years? Why? Answer: Answers may vary.

9. What are the advantages and disadvantages of private education versus public education?

Answer: (Answers may vary.) For advantages of public school and disadvantages of private school, students may mention the expense of private school, the lack of diversity in many private schools compared to public schools, and the greater opportunity for participation in sports, arts, and other group activities. For disadvantages of public school and advantages of private school, students may mention the ability of families to choose schools that align with their religious beliefs and/or educational philosophies, the smaller class sizes often found in private schools, and the ability of private schools to develop specialty programs in specific areas, such as the arts or technology.

[PAUSE AND REFLECT, PAGE 324] 6. What factors contribute to the de facto resegregation of American’s public schools? What, if anything, should be done about it?

Answer: Answers may vary.

4. In what ways did desegregation of American schools work, and in what ways has it failed?

Answer: (Answers may vary.) Students may mention as failures that desegregation is not the same as integration, that de facto segregation is still a problem, and that schools serving predominately non-white students are often not funded as well as schools serving predominately white students. Students may mention successes such as the improvement in test scores for all races in desegregated schools and the reduction social segregation among individuals who attended desegregated schools.

[PAUSE AND REFLECT, PAGE 331] 6. In what ways were the histories of the education of racial and ethnic groups similar? In what ways were they different?

Answer: Answers may vary.

7. Limited English proficiency seems to be a major obstacle in increasing educational attainment for several populations. What ideas do you have about how this should be addressed?

Answer: Answers may vary.

3. Do you agree that equality of educational opportunity should be defined by its effects rather than by its provisions? Why or why not?

Answer: Answers may vary.

Solution and Answer Guide RYAN, COOPER, M ASON BOLICK, CALLAHAN, THOSE WHO CAN, TEACH, 16E, 2027, 9798214132761; CHAPTER 11: HOW ARE SCHOOLS GOVERNED, INFLUENCED, AND FINANCED?

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PAUSE AND REFLECT [PAUSE AND REFLECT, PAGE 341] 20.

From what you have read about the role of the superintendent, what impressions have you formed about how the work a superintendent does may or may not impact the work you will do in the classroom?

Answer: Answers may vary.

21.

What do you know about the role the school board plays in your local school district? How could you learn more about the work they do?

Answer: Answers may vary.

22.

In your opinion, should chief state school officers be elected or appointed? What reasons do you have for your position?

What arguments can you muster for the opposite opinion?

Answer: (Answers may vary.) Students may discuss the risk of state school officers being appointed for political reasons instead of professional qualifications in states where the officers are appointed by the governor or the board. Students may also mention the risk of state school officers being elected due to popularity or politics instead of their qualifications for the position.

[PAUSE AND REFLECT, PAGE 346] 5. How did the schools you attended work in partnership with business and industry?

Answer: Answers may vary.

9. What, in your opinion, is an appropriate relationship between business and schools that supports learning outcomes?

Answer: Answers may vary.

4. Do you believe the local business community should be an influential decision maker regarding what goes on in the area schools? Why or why not?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 347] 5. Can you think of examples of ways some of these outside groups discussed influenced your schooling experiences? What other groups, besides those listed in this chapter, can also influence education?

Answer: (Answers may vary.) Students may mention, among other influences, advocacy groups, special interest groups, or student groups.

[PAUSE AND REFLECT, PAGE 352] 1. Of the various methods of school financing discussed in this chapter (local property taxes, state financing through statewide taxes, and state-run lotteries), which do you believe is most equitable? Why? Answer: Answers may vary.

7. Do you believe state governments should redistribute money from rich to poor school districts through state taxing power? Why or why not?

Answer: Answers may vary.

Solution and Answer Guide RYAN, COOPER, M ASON BOLICK, CALLAHAN, THOSE WHO CAN, TEACH, 16E, 2027, 9798214132761; CHAPTER 11: HOW SHOULD EDUCATION BE REFORMED ?

TABLE OF CONTENTS Pause and Reflect ................................................... 34

[Pause and Reflect, Page 360] ..................................... 34 [Pause and Reflect, Page 379] ..................................... 34 [Pause and Reflect, Page 385] ..................................... 34 [Pause and Reflect, Page 388] ..................................... 34

PAUSE AND REFLECT [PAUSE AND REFLECT, PAGE 360] 23.

Based on your own personal school experiences, do you believe our schools need to be reformed and changed in any major ways? Why or why not?

Answer: Answers may vary.

24.

What do you believe are the most compelling reasons to reform U.S. schools?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 379] 6. Which form of school choice appeals most to you? Why? Answer: Answers may vary.

10.

Do you support the use of school vouchers for students to attend private or parochial schools? Why or why not?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 385] 6. Reflecting back on your own recent schooling, did the schools you attended have this sense of community? Your elementary school?

Your high school?

Answer: Answers may vary.

2. Does the college or university you are attending have this sense of community? What could be done to give it more of a sense of community?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 388] 1. Which of the elements of school reform described to this point do you most favor? About which do you have doubts? If we made you

czar of American education, are there any mentioned reforms you would make, and why?

Answer: Answers may vary.

Solution and Answer Guide RYAN, COOPER, M ASON BOLICK, CALLAHAN, THOSE WHO CAN, TEACH, 16E, 2027, 9798214132761; CHAPTER 13: WHAT A RE YOUR JOB OPTIONS IN EDUCATION?

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PAUSE AND REFLECT [PAUSE AND REFLECT, PAGE 400] 25.

What are the present and projected teacher supplies in the field that currently interests you? In the geographic area you desire?

Answer: Answers may vary.

26.

Are you willing to leave your current location to find a teaching position? Are you willing to teach in an urban school? A rural school? A private school?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 402] 7. Are the average teacher salaries reported in this chapter about what you expected? How do the salaries in your geographic area compare with the national average? How can you identify specific teacher salaries for districts in your area?

Answer: Answers may vary.

11.

Judging from the salary information here, what do you estimate your salary as a teacher would be? Are you confident that this salary would meet your expenses?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 407] 7. Which strategies might you use to increase your chances of being hired when you are ready to teach?

Answer: (Answers may vary.) Students may mention some of the following strategies:      

Look actively for a job Attend teaching-related job fairs Gain experience working with children Substitute teach Attend mock interviews Build a portfolio

3. Which of the interview questions in the ―Typical Questions Asked during Job Interviews‖ do you think could help you best articulate who you are as a teacher?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 411] 1. What are your opinions about the alternative licensure programs currently offered in most states? What do you perceive as their strengths? Their drawbacks?

Answer: Answers may vary.

2. What are the action steps you can take now to help you be a strong candidate for the teaching job market?

Answer: Answers may vary.

Solution and Answer Guide RYAN, COOPER, M ASON BOLICK, CALLAHAN, THOSE WHO CAN, TEACH, 16E, 2027, 9798214132761; CHAPTER 14: WHAT C AN THE NEW TEACHER E XPECT ?

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[Pause and Reflect, Page 427] ..................................... 38 [Pause and Reflect, Page 432] ..................................... 38 [Pause and Reflect, Page 434] ..................................... 39

PAUSE AND REFLECT [PAUSE AND REFLECT, PAGE 419] 27.

Do you remember ever being in the class of an inexperienced teacher as frustrated as Charlotte Tucker? What was it like?

Answer: Answers may vary.

28.

What specific advice would you give her to escape her downward spiral?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 420] 8. Which personal quality of yours do you feel might be a drawback or a problem as a teacher?

Answer: Answers may vary.

12.

Can you think of a time when you discovered a whole new side of your personality?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 423] 8. What mistakes in judgment were made in this case?

Answer: (Answers may vary.) Students may mention the teacher seems to have mistaken the principal’s offer of help as an offer to provide detailed, frequent assistance that could have been provided by colleagues, department chairpersons, or lead teachers. The principal seems to have mistaken the teacher’s eagerness to ask for help as a sign that the teacher could not handle their teaching position.

4. Asking for help is often a two-edged sword. How would you have handled this situation?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 424] 1. Do you anticipate that you will search actively for a mentorteacher?

Why or why not?

Answer: Answers may vary.

3. How might your new teaching peers be ―mixed blessings‖?

Answer: (Answers may vary.) Students may mention that colleagues may be helpful in many ways, but they can also negative influences, highly critical, and hurt the enthusiasm of new teachers.

[PAUSE AND REFLECT, PAGE 425] 1. What are the major insights about teaching that Grace recounts here?

Answer: (Answers may vary.) Students may mention the need to make teaching materials your own and not depend too much on materials that worked for others. Specialists can be helpful, but can also have very specific approaches or offer an unmanageable amount of material.

2. How comfortable are you asking for help and advice? What are the ―upsides and downsides‖?

Answer: (Answers may vary.) Students may mention that asking for help can lead to beneficial ideas from colleagues and specialists; however, not all advice will work for all people.

[PAUSE AND REFLECT, PAGE 427] 1. What are some of your hypotheses about why beginning teachers’ attitudes change in this way?

Answer: (Answers may vary.) Students may mention that the expectations beginning teachers tend to have may not reflect the reality of teaching.

2. Can you recall experiencing a new teacher’s swing in attitude toward your class? What accounted for it?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 432] 1. Do you remember having an inexperienced teacher like Carole who was always ―running hot and cold‖?

Answer: Answers may vary.

2. What problems, if any, do you anticipate with relating to students?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 434] 1. What are your thoughts about keeping proper social distance between yourself and students?

Answer: Answers may vary.

2. How should Gary have handled this situation?

Answer: Answers may vary.

Solution and Answer Guide RYAN, COOPER, M ASON BOLICK, CALLAHAN, THOSE WHO CAN, TEACH, 16E, 2027, 9798214132761; CHAPTER 15: WHAT D OES IT MEAN TO BE A PROFESSIONAL ?

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PAUSE AND REFLECT [PAUSE AND REFLECT, PAGE 446] 29.

Were any of the issues described in the scenarios ones you had considered? Describe one you considered and one that somewhat took you by surprise.

Answer: Answers may vary.

30.

Other than protecting you, what other reasons can you think of for joining a professional association?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 453]

9. To you, what are the best arguments for and against the professional status of teaching?

Answer: Answers may vary.

13.

Where do you stand on the question, ―Is teaching a profession?‖ Is the designation ―a profession‖ important to you?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 461] 9. What can you be doing now to ensure that you meet the InTASC standards as a beginning teacher?

Answer: Answers may vary.

5. Does the idea of working toward board certification appeal to you? Why or why not?

Answer: Answers may vary.

[PAUSE AND REFLECT, PAGE 464] 1. Once you are established as a teacher, does the idea of becoming active in one of these two professional organizations or unions appeal to you personally?

If so, what is the attraction? Why or why not?

Answer: Answers may vary.

4. What questions or concerns, if any, do you have about joining one of the two major teacher organizations?

Answer: Answers may vary.