Class Acts: Instructional Strategies and Classroom Materials That Work. Harvesting the Harvesters. Book 5.

Autor/in	Lawless, Ken
Institution	State Univ. of New York, Potsdam. Coll. at Potsdam.
Titel	Class Acts: Instructional Strategies and Classroom Materials That Work. Harvesting the Harvesters. Book 5.
Quelle	(1986), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Techniques; Correspondence Study; Cultural Differences; Educational Environment; Educational Quality; Educational Strategies; Elementary Secondary Education; Inservice Teacher Education; Migrant Children; Migrant Education; Migrant Problems; Preservice Teacher Education; Self Esteem; Standardized Tests; Student School Relationship; Teacher Attitudes; Teaching Methods; Units of Study + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Kultureller Unterschied; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Quality of education; Bildungsqualität; Lehrstrategie; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Self-esteem; Selbstaufmerksamkeit; Standadised tests; Standardisierter Test; Schüler-Lehrer-Beziehung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit
Abstract	The fifth in a series of 10 study units for a Migrant Educators' National Training OutReach (MENTOR) correspondence course discusses effective instructional strategies and teacher behaviors for migrant education. Designed for use in preservice or inservice teacher education, the unit reviews classroom approaches involving mutual respect for individuals and cultures, self-esteem, and techniques using pairs, small groups, peer tutors, and community resource persons; encouraging students to talk; and downplaying standardized tests. The unit explores the lack of evidence connecting learning ability and cultural/socioeconomic background and proposes a view of the average school, rather than the average migrant student, as being disadvantaged. Excerpts from books and research reports illustrate how learning problems can be caused by the ways school life relates to a child's culture and how caste systems in schools impede learning. The unit emphasizes the importance of developing self-esteem in migrant children but cautions against making self-esteem an end in itself. It also discusses the cultural bias of standardized testing and fallacies of labeling. Teaching methods examined include group activities, cooperative learning, peer tutoring, teacher aides, games, and encouraging open-ended discussion and student speech. A 26-item bibliography and addresses of state offices of migrant education are included. (LFL)
Anmerkungen	School of Professional Studies, Potsdam College, Potsdam, NY 13676.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC