Teaching to Learn, Learning to Teach

        - (with apologies to John Dewey)

• 2 Responsibilities: What Is a Teacher?
  
  
  • and Creative Maladjustment A: My Best Teachers 1: Directed Experience, Scaffolding,
  
  
  • B: Nuts and Bolts of Teaching
    
    
    • I Was Not a Great Studentby Christian Caponi
    
    
    • “By the Book” Versus “the Real World”by Steve Bologna
    
    
    • Experiences as Students C: Becoming a Teacher 2: New Teachers Discuss Their Personal
      
      
      • A Student Who Did Just Enough to Get Byby Stacey Cotten
      
      
      • I Was Once in Their Shoesby Susan Soitiriades
      
      
      • I Hated Teachers Who Were Controllingby Jennifer Bambino
      
      
      • I Was Called “Spic”by Lynda Costello-Herrera
      
      
      • I Was the New Kid and I Was Scaredby Stephanie Hunte
      
      
      • I Could Not Speak Englishby Jayne O’Neill
      
      
      
      
    
    
    
    
  
  
  • D: Teaching Stories
    
    
    • I Come From a Family of Teachersby Maureen Murphy
    
    
    • How I Learned to Teach Mathby Rhonda Eisenberg
    
    
    • For Jonathan Levin, Teacherby Alan Singer
    
    
    
    
  
  
  
  


• ORGANIZATION, COMMUNITY BOOK II: PRO/CLASS PRACTICES—PLANNING, RELATIONSHIPS,
  
  
  • 3 Planning: How Do You Plan a Lesson?
    
    
    • A: What Are Your Goals?
    
    
    • B: What Are Teaching Strategies?
    
    
    • C: My Best Teachers 2: A Lesson in Humility
    
    
    • D: What Does a Lesson Look Like?
      
      
      • What Is a Lesson Plan?
      
      
      • What Do You Need to Consider?
      
      
      
      
    
    
    • E: Four Sample Lesson Formats
      
      
      • An Activity-Based Format
      
      
      • A Developmental Lesson Format
      
      
      • Format for Hunter’s Approach to Lesson Planning
      
      
      • Format for a Streamlined Activity-Based Lesson Plan
      
      
      
      
    
    
    • F: Becoming a Teacher 3: What Makes Someone Successful as a Teacher?
      
      
      • I Will Not Let the Wheelchair Be an Excuseby Dennis Mooney
      
      
      
      
    
    
    • G: Teaching Stories
      
      
      • How I Learned to Be a Teacherby David Morris
      
      
      • and Everything Else)? H: What Is Thematic Teaching (in Social Studies, Biology,
      
      
      
      
    
    
    • I: Some Useful Ideas for Organizing Lessons
    
    
    • to Successful Teaching? 4 Relationships: Why Are Relationships With Students Crucial
      
      
      • A: How Important Are Relationships Between a Teacher and Students?
      
      
      • B: My Best Teachers 3: Learning From My Students
      
      
      • C: How Important Is It to “See” and “Hear” Students?
      
      
      • D: What Does It Mean to Be “Gifted”?
        
        
        • Were the Mystery Men Gifted?by Alan Singer
          
          
          • by Judith Y. Singer and Alan Singer Promoting Relationship, Literacy, and Responsibility
          
          
          
          
        
        
        
        
      
      
      • E: Teaching Stories
        
        
        • Do You Want to Be?by S. Maxwell Hines Reflections on Race, Democracy, and Education: What Kind of Teacher
        
        
        
        
      
      
      • F: Should Teachers See Race and Discuss Injustice?
      
      
      
      
    
    
    
    
  
  
  • 5 Organization: How Are Classrooms and Schools Organized?
    
    
    • What Would It Look Like? A: If You Could Build a Secondary School From Scratch,
    
    
    • B: How Can You Find (and Hold Onto) a Job in a Traditional School Setting?
      
      
      • What Would It Look Like? C: If You Could Design a Secondary School Classroom,
      
      
      
      
    
    
    • D: Nuts and Bolts of Teaching 2: How Do You Establish Classroom Rules?
    
    
    • E: How Do You Organize an Inclusive Classroom?
      
      
      • General Classroom Suggestions for Inclusive Classrooms
      
      
      • Co-teaching Suggestions for Classroom and Inclusion Teachers
      
      
      
      
    
    
    • F: Becoming a Teacher 4: Responding to Different School Settings
      
      
      • The First Day of the School Yearby Laura Pearson
      
      
      • A New Teacher’s Difficult Journeyby Nichole Williams
      
      
      • I Know I Can Get My Message Acrossby Ken Dwyer
      
      
      • My Students Call Me the “Math Geek”by Kathleen Simons Smith
      
      
      
      
    
    
    • Committed to Educational Goals? 6 Community: How Do You Build Classroom Communities
      
      
      • A: Can Community Emerge From Chaos?
      
      
      • B: How “Teacher Tricks” Can Help Build Community
      
      
      • C: Becoming a Teacher 5: What Does Community Building Look Like?
        
        
        • I Struggle for My Students, Not Against Themby Rachel Gaglione
        
        
        
        
      
      
      • D: How Do “Corny Teacher Jokes” Help You to Be “Real”?
        
        
        • Student Achievement? E: How Does Cooperative Learning Build Community While Promoting
        
        
        
        
      
      
      • F: How Can Teachers Develop Student Leadership?
      
      
      
      
    
    
    
    
  
  
  
  


• to Dealing With Classroom and Other Professional Problems Concluding Thoughts for Book II: A PRO/CLASS Practices Approach
  
  
  • A: Some Complicated but Pretty Standard “Classroom Problems”
  
  
  • B: Guidance-Related Issue Can Be Very Thorny and Raise Legal Questions
  
  
  • C: Relationships With Colleagues Can Be Tricky
  
  
  • D: Disagreements With School Policies
  
  
  
  


• SUPPORT, STRUGGLE BOOK III: PRO/CLASS PRACTICES—LITERACY, ASSESSMENT,
  
  
  • 7 Literacy: How Can Teachers Encourage Student Literacies?
    
    
    • A: What Is Critical Literacy?
    
    
    • B: How Many Kinds of Literacy Are There?
    
    
    • C: What Are Literacy Standards?