Effective Methods of Supervising Student Teachers in Special Education Environments.

Autor/inn/en	Georgeson, Tina G.; Gann, Cory G.; Nourse, Steven W.
Titel	Effective Methods of Supervising Student Teachers in Special Education Environments.
Quelle	(2003), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Constructivism (Learning); Elementary Secondary Education; Higher Education; Preservice Teacher Education; Special Education; Student Motivation; Student Teacher Supervisors; Student Teachers; Supervision; Teacher Competencies; Teacher Expectations of Students; Teaching Methods; Teaching Skills + Suchen Sie Ihr Suchwort? Klassenführung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulische Motivation; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This paper asserts that the tenets of a constructivist educational philosophy best meet the needs of special needs students (e.g., those who are limited English speaking, bilingual, low income, and homeless). The first section presents the tenets of a constructivist teaching philosophy. The second section discusses the implementation of best practice. The third section highlights best practices in the areas of instruction and classroom management. Six areas of emphasis for effective teaching are: structure, clarity, redundancy, enthusiasm, appropriate rate, and maximized engagement. An equation for keeping students engaged and interested in a given activity reads EV=M, expectancy of success times the value of completion equals motivation. If students are put into situations that challenges them, and if students have a high expectancy of success and value their learning of a skill, then they will be highly motivated during the activity. When they are highly motivated, they will be engaged in the activity, leaving no time to misbehave. It is the student teacher's job to design activities that are not only relevant to student needs but also equally motivating to them. Equally important to classroom management are small occurrences, such as greeting students by name at the door in the morning and having a 3:1 ratio of positive to negative interactions throughout the day. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC