Queen’s University - Faculty of Education

 

PROF 191- Theory and Professional Practice 2008-2009

 

Assignment #1 - Professional Reading

 

This assignment is due at the 2nd meeting of your PROF 191 class – (see schedule of dates and PROF 191 class times when you arrive at Queen’s).  Because this assignment is due soon after you arrive in September, many of you will want to get a head start on this reading.

Here are some course details in advance.

 

Context and Assignment Summary

 

PROF 191, Theory and Professional Practice, is taught by the instructor who will visit you during your practicum. The course assignments are part of your ongoing professional learning, as required by the Ontario College of Teachers and described in their document The Foundations of Professional Practice. The on-campus classes consist of a mix of discussions, readings, presentations, activities and assignments that reflect the combination of Theory and school-based Practice as indicated in the course title.

You will begin Assignment #2, after you arrive in September. This four part assignment is undertaken in steps over the course of the year. It begins with the process of developing and refining your teaching philosophy based on what you care most about as a teacher. This is followed by undertaking YOUR personal self-directed professional development plan for 2008/09 Both steps culminate in the development of a portfolio to be presented as part of the exit conference during the final week of the program. Assignment #3, due in the winter term, is action research related to a question or issue arising out of your practicum. You will get the details on Assignments 2 and 3 when you meet your course instructor in September. The intent is that the various course assignments build upon each other as the academic year progresses.

 

Assignment #1- Professional Reading Assignment – The Specifics!

 

a)In preparation for your fall practicum, you are required read one (1) of the books on professional practice or classroom management listed below.

 

b) Prepare a double-spaced 2- or 3-page review of the book.  Your review should include the following:

1. Title and author of book;

2. Strengths of the book and weaknesses of the book. Use point form here.

3. Select three (3) classroom management strategies or key ideas  (depending on the type of book chosen), and explain how you will try to implement them in the classroom. Use point form here.

4. Highlight personal reflections indicating how the book is connected with the things YOU care most about as a teacher This will be especially relevant for Assignment #2, which we will begin to work on in September. Use paragraph form here.

c) Bring a copy of your review to your second PROF 191 class in September and be prepared to discuss your book in a small group during class time. If you are unable to complete the review by this date, you need to discuss this with your instructor before hand, in order to obtain an extension of the due date.

For further information about this assignment, please contact Dick Mansfield (coordinator of PROF 191) at 613-533-6000 ext. 77430, or by email at dick.mansfield@queensu.ca

 

Readings for Assignment #1

You may purchase any of the books listed on the reverse side of this sheet from the Queen's University Campus Bookstore (613-533-2955 or frontdesk@campusbookstore.com).

You may choose to read and report upon a book not on the list below by prior arrangement with either Dick Mansfield (coordinator of PROF 191) or your course instructor.

 

• Allen, R. (2002). Impact teaching . Toronto: Allyn & Bacon. Ideas and strategies for creating effective lessons to maximize student learning and influence students positively.

• Ayers, William (2001). To teach: the journey of a teacher (2nd ed.). New York: Teachers College Press. A thoughtful story about "what happens in the classroom" by a teacher and professor of education. Education is described as bold, adventurous, creative and illuminating, something for doers and activists and citizens. Explore notions of observing students with a sensitive eye, creating a caring environment for learning, and growing as we teach.

• Bennett, B., & Rolheiser, C. (2001). Beyond Monet. The artful science of instructional integration. Toronto, ON: Bookation, Inc. This practical book focuses on how to integrate a variety of instructional skills and strategies based on knowledge of how students learn. It provides numerous sample lessons by teachers at all grade levels.

• Emmer, E. T., Evertson, C.M., & Worksham, M.E. (2003). Classroom management for secondary teachers (6th ed.). Boston, MA: Pearson Education. Information and skills to establish management systems in today's rich multicultural classrooms. Helps teachers plan, implement, and develop a smoothly running classroom that encourages learning. Addresses planning decisions–including arranging the physical space, establishing rules and procedures, planning and conducting instruction, encouraging appropriate behavior, addressing problem behaviour, and using good communication.

• Kohn, A. (1996/2006). Beyond discipline: From compliance to community. Alexandria, VA: Association for Supervision and Curriculum Development. Kohn questions the assumption that problems in the classroom are the fault of students who don't do what they are told, suggesting that we might reconsider what they have been told. He shows that a cynical view of children lies beneath the assumption that we must tell them how we expect them to behave and then offer "positive reinforcement."

• Kozol, J, (2007).  Letters to a young teacher. New York: Crown Publishers. Through the medium of letters, the author offers thought provoking discussions of many of the concerns teachers encounter in the early stages of their careers. He encourages novice teachers to use their own creativity and imagination, as well as to be open to the insights and advice of their more experienced colleagues, in the course of their journey towards becoming more compassionate, thoughtful and competent professionals.

• Leven, J., & Nolan, J. (2005). Principles of classroom management: a professional decision-making model. Canadian edition. Toronto, ON: Pearson  This text presents an array of decision-making options to guide thinking about how to approach typical classroom management situations and prevent or solve a variety of problems.

• Marzano, R. (2003). Classroom management that works: Research based strategies. Alexandria, VA: Association for Supervision and Curriculum Development. Research supports a variety of specific strategies that educators can use to manage classrooms and learning effectively. A guide to the critical role of classroom management in student learning.

• Noddings, Nel (20052). The challenge to care in schools. 2nd. ed. New York: Teachers College Press. Different people have different strengths, and schools should be based on this notion. Strengths should be nurtured in a climate of caring, not competition, according to this vision. Themes of care are described, as are ways of organizing areas of study around them. An important book for teachers who care about students.

• Parkay, Forrest. (2005). Becoming a teacher (2nd Canadian Edition). Toronto ON: Pearson Education. Provides tools and information to explore 21st. century teaching practices in Canada: “school 101.1”

•Perrone, V. (1991).   A Letter to Teachers: Reflections on schooling and the art of teaching.  San Francisco: Jossey Bass. Explores a range of topics relevant to beginning teachers starting with purposes for education, and moving on to deciding what to teach, engaging students, grading, accountability, and concluding with a discussion of the nature of teaching and the role of the teacher.

Smith, H. A. (2007). Teaching adolescents : educational psychology as a science of signs. Toronto: University of Toronto Press. A unified account of educational psychology as a practical foundation for teaching. Emphasizes understanding the signs that are inherent in any given situation as well as the interpretations and action that result from attending to those signs. Addresses classroom management and discipline, adolescent development, learning, teaching, exceptionality, culture, and expertise in teaching.

 

• Thorson, Sue A. (2003). Listening to students: Reflections on secondary classroom management. Boston, MA: Pearson Education. Synthesizes current research, teacher practice, and student comments about discipline in secondary schools. Authentic student discussions about discipline procedures integrated throughout the book provide honest reflections on classroom management. Stories from real teachers encourage readers to reflect and expand their practice.

•Wassermann, S, (2004). This teaching life : how I taught myself to teach.  New York: Teachers College Press. The engaging autobiography of a teacher who worked hard at coming to terms with the challenges that most of us face in an effort to become better teachers.  Although focused on the elementary schools, the author’s insights and wisdom are pertinent to teaching from kindergarten to post-secondary education

 

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