Beschreibung
Graduate teaching assistants and new college instructors may have questions about lesson planning, grading, and classroom management. Some may be teaching in culturally and experientially diverse settings unfamiliar to them. This mentoring handbook describes but not prescribes methods, materials, and management strategies that can help maintain morale during those critical first years as a college instructor.
Graduate teaching assistants and new college instructors often are advised, coached, and mentored by department professors with little time to meet regularly with their novice educators. This book meets many of the principles outlined in the position statements of the Conference on College Composition and Communications and the Council of Writing Program Administrators. The pedagogical stances on whichPlanning with Purpose lessons are based will support the work of college supervisors. UsingPlanning with Purpose: A Handbook for New College Teachers can make pedagogical meetings with new colleagues more efficient and effective.
Autorenportrait
Anna J. Small Roseboro, a National Board-Certified Teacher has over four decades teaching in five states. She has experience in public and private schools and colleges, mentoring early career educators, facilitating leadership institutes. She has served as a director of a summer program and chair of her English department, published six textbooks based on these experiences, and was awarded Distinguished Service Awards by the California Association of Teachers of English and the National Council of Teachers of English.
Claudia A. Marschall taught English and theater arts for thirty years for the Buffalo Public Schools in Buffalo, New York. She also mentored newly hired English-language arts teachers and those with fewer than three years of classroom experience through the districts Mentor Teacher Internship Program.
Inhalt
Acknowledgments
Introduction
Chapter One: Preparing to Be Effective and Efficient
Chapter Two: Networking with Narratives to Cultivate Community
Chapter Three: Understanding Grammars to Negotiate Conventions
Chapter Four: Writing to Clarify Thinking
Chapter Five: Engaging Expository Writing
Chapter Six: Composing Compelling Arguments
Chapter Seven: Writing Persuasively to Impact Thinking and Behavior
Chapter Eight: Writing for Speaking and Multimodal Presentations
Afterword
Bibliography
Index
About the Contributors
About the Authors
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