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JON SAPHIER | MARY ANN HALEY-SPECA | ROBERT GOWER

THE SKILLFUL TEACHER

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The Comprehensive Resource for Improving Teaching and Learning

7TH EDITION

 

 

 

The Comprehensive Resource for Improving Teaching and Learning

THE SKILLFUL TEACHER

Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978.263.9449 • www.RBTeach.com

7TH EDITION

Jon Saphier

Mary Ann Haley-Speca

Robert Gower

 

 

Copyright © 2018 by Research for Better Teaching, Inc. All rights reserved.

No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval systems, without either the prior written permission from the publisher, or authorization through payment of the appropri- ate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 646-2600, fax (855) 239-3415, or on the web at www.copyright.com.

Library of Congress Cataloging-in-Publication Data

Names: Saphier, Jon, author. | Haley-Speca, Mary Ann, author. | Gower, Robert, author.

Title: The skillful teacher : the comprehensive resource for improving

teaching and learning / Jon Saphier, Mary Ann Haley-Speca, Robert Gower.

Description: Seventh Edition. | Acton, MA : Research for Better Teaching, Inc., [2018]

| Includes bibliographical references and index.

Identifiers: LCCN 2017046882 | ISBN 9781886822610 (Paperback : alk. paper)

Subjects: LCSH: Teaching. | Learning.

Classification: LCC LB1025.3 .S27 2018 | DDC 371.102–dc23

LC record available at https://lccn.loc.gov/2017046882

Printed in the United States of America.

10 9 8 7 6 5 4 3 2 1

Published and distributed by: Research for Better Teaching, Inc. One Acton Place Acton, MA 01720 978-263-9449 voice 978-263-9959 fax [email protected] www.RBTeach.com

Epub Edition ISBN: 9781886822634; Kindle Edition ISBN: 9781886822641

 

 

Preface v

Acknowledgments vii

Contents Contents iii

T H E S K I L L F U L T E A C H E R iii

Contents

Preface v Acknowledgments vii About the Authors ix 1. Skillful Teaching: The Missing Element in School 1 2. The Skillful Teacher Framework 9

PART ONE: INTRODUCTION TO ESSENTIAL BELIEFS 19

3. Schooling 21 4. Cultural Proficiency and Anti-Racism 29

PART TWO: INTRODUCTION TO MANAGEMENT 41

5. Attention 43 6. Momentum 59 7. Space 71 8. Time 81 9. Routines 105 10. Discipline 121

PART THREE: INTRODUCTION TO INSTRUCTION 193

11. Clarity 195 12. Principles of Learning 267 13. Models of Teaching 291

 

 

T H E S K I L L F U L T E A C H E Riv

PART FOUR: INTRODUCTION TO MOTIVATION 313

14. Expectations 315 15. Personal Relationship Building 389 16. Classroom Climate 407

PART FIVE: INTRODUCTION TO CURRICULUM 441

17. Curriculum Design 443 18. Lesson Objectives 461 19. Planning 487 20. Differentiated Instruction 521 21. Assessment 549 22. Overarching Objectives 621 Reference List 633 Subject Index 653

 

 

Preface

T H E S K I L L F U L T E A C H E R v

PREFACE

Preface

We wrote this book to assist teachers in their efforts to build greater competence in teaching skills. Our values are obvious. We believe that many things—good cur-riculum, parental involvement, a clean and safe building—are important for good schools. But of all the things that are important to having good schools, nothing is as important as the teacher and what he or she knows, believes, and can do. A teacher’s skill makes a dif- ference in student performance, not only in achievement scores on tests (as important as that might be) but also in students’ sense of fulfillment in school and their feelings of well-being.

Our exploration of teaching is guided by three key concepts: (1) comprehensiveness, (2) reper- toire, and (3) matching. Comprehensiveness refers to our efforts to understand teaching as a whole. Repertoire challenges teachers to develop a variety of strategies and behaviors for deal- ing with teaching situations. Matching directs teachers to think about what behavior to pick from their expanding repertoires in light of the situation, group, or characteristics of individual students. Throughout, we revisit these three ideas again and again. As we define and describe each area of teaching, we take the reader through the range of options we have uncovered for handling it. And then, we address matching for that area.

We propose that the skills of teaching include anything a person does that influences the probability of intended learning. That definition broadens the field for application of skill be- yond classroom management and good delivery of instruction. Teaching skill includes mo- tivating students and teaching them how to translate that motivation into effective effort. It includes analyzing content for possible misconceptions. It includes error analysis and the plan- ning of reteaching for those who didn’t get it the first time around.

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