Introduction To Education 1674244495

Introduction to Education
Introduction to Education
Becoming a Professional
JENNIFER BEASLEY AND MYRA

HAULMARK
UNIVERSITY OF ARKANSAS LIBRARIES
FAYETTEVILLE, AR
Introduction to Education by Jennifer Beasley and Myra Haulmark is licensed under a
Creative Commons Attribution-ShareAlike 4.0 International License, except where
otherwise noted.
Adapted from Education 2010: Introduction to Education licensed

under CC BY-SA 4.0 by Brenda Alward which was modified from
“Foundations of Education and Instructional Assessment” licensed
under CC BY-SA 4.0
Contents
Forward vii
Attribution ix
Author Biographies x
Part I. Foundations of Schools and Their

Students
1. Why Teach? 3
Jennifer Beasley and Myra Haulmark
2. What is the Purpose of School? 13
3. Who are Today's Students? 25
4. How Do Social Issues Affect Students? 35
5. What is an Educational Philosophy? 51
6. Excellence or Equity...Which is More Important? 64
Part II. Teachers and the Profession
7. What are the Ethical and Legal Issues in Schools? 77

Myra Haulmark and Jennifer Beasley
8. What is Taught? 113
9. What is a Positive Classroom Environment? 128
10. What Makes an Effective Teacher? 165
11. What Can a New Teacher Expect? 178
References 189
Versioning and Update History 198

Forward
Purpose of the
Textbook
The book “Introduction to Education” was written to be used as

a resource in introductory education courses. We want students
who are first exploring the field of education to get answers to some
of their most common questions. Thus, we have broken up the book
into the following questions:
• Why teach?
• What is the purpose of school?
• Who are today’s students?
• How do social issues affect students?
• What is taught?
Forward | vii
• What makes an effective teacher?
• What is a positive classroom environment?
• What are the ethical and legal issues in schools?
• What is an educational philosophy?
• Excellence or equity…which is more important?
• What can a new teacher expect?
How to Use this Book
Each chapter provides objectives and key terms that guide the
content. The chapter often contains an interactive question as well
as video content that could be used to explore content in more
depth. At the very end of many chapters, additional readings are
suggested. This can be helpful as an instructor or a student may
want to include content that is aligned with the state education
challenges and requirements.
If you are a student exploring this topic, you can use this book
as a springboard for further learning about education. In many
cases, clear examples are provided in each chapter to allow for
clarification.
Textbook Adoption
If you decide to adopt this book for a class, please let us know!
viii | Forward
Attribution
Introduction to Education was primarily adapted from the following
resource:
Modified from “Education 2010 – Introduction to Education” by
Brenda Alward.
Attribution | ix
Author Biographies
Jennifer G. Beasley,
Ed.D.
Jennifer Beasley has more than

25 years of experience in
education as an elementary
school teacher, gifted
facilitator, university professor,
and education consultant. She
is currently the Director of
Teacher Education at the
University of Arkansas and a professor in the Department of
Curriculum and Instruction. Beasley specializes in Gifted Education,
Differentiated Instruction, Understanding by Design, Teacher
Education, Professional Development, and the Integration of
Technology in the Classroom.
x | Author Biographies
Myra Haulmark, Ed.D.
Myra Haulmark began her 25

plus years in education as a
speech pathologist and gifted
programs coordinator in K-12
schools. Myra is currently the
Director of Teacher Licensure
at the University of Arkansas and works with teacher candidates as
they prepare for state licensure and provides training and support
in the areas of reciprocity and teacher ethics to students during
their educator preparation programs.
Author Biographies | xi
PART I
FOUNDATIONS OF
SCHOOLS AND THEIR
STUDENTS
Foundations of Schools and Their

Students | 1
1. Why Teach?
JENNIFER BEASLEY AND MYRA HAULMARK
Why do teachers teach? It is a

rather simple question,
however, the question of what
is a teacher must be addressed
first. Merriam-Webster’s
definition of a teacher is “one
whose occupation is to
instruct” (Merriam-Webster,
2008, para. 1). That is a rather one-dimensional definition of a
teacher, as teachers these days offer so much more to the class than
just the information; they offer themselves. A collective definition of
a teacher is someone who “yearns to help children learn, watch
them grow, and make a meaningful difference in the world” (Teacher
Support Network, 2007, para. 2). This definition must be the main
reason why individuals pursue teaching as a career. Generally, the
pay is low to fair, but the overall rewards are much greater. As a
teacher, one can touch the hearts of the young and open their minds
to tap their thirst for knowledge.
Objectives and Key Terms
In this chapter, readers will…
Why Teach? | 3
• Understand that the decision to teach is motivated
by both intrinsic and extrinsic rewards
• Identify reasons for teaching
• Define the role of a teacher in current society
Key terms in the chapter are…
• Intrinsic reward
• Extrinsic reward
• Teacher
• Compensation
• Benefits
The Educator Pathway
There are multiple pathways to becoming a teacher, but it can be

a lengthy process no matter the pathway. In the state of Arkansas,
for example, a traditional teaching pathway requires that you have
at least a Bachelor’s Degree, as well as pass certification tests.
There are other alternative pathways as well, but many of you are
taking your first step by taking an introductory course in education.
Sometimes a first step on the pathway to a career is to decide on the
level you wish to teach, Elementary or Secondary, as well as your
academic subject major(s) and/or minor(s). All of your coursework
at any university will depend on the level you wish to teach and your
major and/or minor.
Arkansas has several certification levels. They are:
• Birth to Kindergarten
• Kindergarten through 6
• Grades 6 through 8
4 | Why Teach?
• Grades 7 through 12
More information can be found on the Department of Elementary

and Secondary Education website.
As you consider the grades you are looking to teach, consider
these certification bands. Talking with an advisor at your chosen
four-year university will help you decide what may be best for
you. Each university will have its own requirements. Some of them
will require you to spend a certain number of hours working with
students before you can apply for acceptance into the program.
Other universities may require you to write an admission essay. At
this stage in your development, you should sit down with an advisor
from the university you wish to attend. They will be able to map
out a course for you so that you make the best use of your time and
money and know the process for acceptance into their university.
Teaching is not often sought after for the salary, but one with
long hours and a flat rate of pay. The income, of course, depends on
where the teacher is instructing. Private schools, parochial schools,
and charter schools, in general, tend to have lower pay scales.
This is because they may not have the same revenue base as the
public schools. An educator’s compensation (what is rewarded for
a service) can include money as well as benefits such as health
insurance and retirement. This compensation can vary across
states and countries.
Why Teach? | 5
What do you think?
Cartoon owl sitting on a book

is licensed under CC0.
An interactive H5P element has been excluded from this

version of the text. You can view it online here:
https://uark.pressbooks.pub/
introductiontoeducation/?p=18#h5p-16
2018-2019 Teacher Salary Benchmark Report or Educator Pay and

State Spending
However, educators may choose to teach in these schools
because of the schools’ philosophy, religious preferences, or a
variety of other reasons. Regardless of the reason, most educators
will agree they went into teaching because they have the desire
to spread knowledge, and/or to watch children reach their full
potential.
6 | Why Teach?
Reasons for Teaching: Intrinsic and Extrinsic
Rewards
Researchers have identified a set of occupational rewards that can

help us determine the qualities that might attract people to a
teaching career (Feiman-Nemser & Floden, 1986). These rewards
can be categorized as either extrinsic or intrinsic.
Extrinsic rewards are those that are more public such as money,
prestige, and power. Intrinsic rewards are those discussed in the
earlier part of the chapter. They are more internal, such as
satisfaction with a job well done, or the enjoyment of the work itself.
The rewards received by being a teacher are different than those
received by someone like a salesman, for example. If a salesman
is doing well, he makes his quota, and he then earns his monetary
bonus. He may receive a plaque to hang behind his desk stating that
he was the number one salesman for this period in time.
Intrinsic rewards are more internal rewards. Teachers’ rewards
are not so tangible, but rather, “They are rewarded more by
witnessing their students succeed and follow their dreams than by
any plaque “ (Daily Egyptian, 2005). A group of school teachers who
had participated in a study that looked into why teachers taught
in high-challenge schools, jointly agreed that what their students
achieved under their instruction was rewarded enough for all the
time that they devote to their students. “Student achievement was
another reward the teachers discussed as a reason for staying.
When their students were successful, the teachers felt incredibly
rewarded.” (Morris, 2007, pg 58). The reward teachers receive is a
feeling, and feelings are more special and memorable than gold and
silver plaques hung stoically on a wall proclaiming an individual’s
success. For teaching, it is not about what the teachers can achieve,
but what they can get their students to achieve, and through their
students, reflect a teacher’s greatest achievement.
Why Teach? | 7
Reasons for Teaching: Passion, Love, and
Creativity
Passion
There are multiple factors in deciding to become a teacher. For

one, it is a healthy alternative to other professions as the Training
Development Agency’s (TDA) research has found that about twice
as many teachers truly enjoy their work, as opposed to those who
have careers in marketing, IT, and accounting (TDA, In Summary,
para. 1). Work is not truly work, if it is enjoyed. For example, Beth
Ashfield, a math teacher, spoke of her job with passion, “I love my
subject, but I know it’s not socially acceptable to say that… in school,
I can be as enthusiastic as I want to be. I’m able to convey that
enthusiasm to the students, to allow them to become confident and
creative in their approach to the subject” (TDA, Beth Ashfield, Maths
teacher, para. 1). Becoming a teacher was important for her, due to
her great love of a particular subject, and the desire to share it with
others in hopes that they might discover the same for themselves.
As a teacher, one is always learning, whether it is of one’s content
material or something new from a pupil. Being a teacher requires an
open mind, for the teacher is always the student. A teacher guides
his or her charges on a path to self-discovery where they can learn
about the world, and ultimately, themselves.
Love
Beyond passion, another reason that teachers teach is simply for the
love of teaching. As stated by (Liston & Garrison, 2003) Love is a
“creative, critical, and disruptive force in teaching and learning.” A
teacher who loves his or her job will be a better teacher and have
8 | Why Teach?
a greater impact on the students he or she influences. Classroom
efforts to manage, instruct and direct groups of twenty to thirty
students frequently require a feeling for others and an intuition that
connects teacher to student and subject matter (Liston & Garrison,
2003). For the new teacher, the multiple tasks entailed in this
activity can be overwhelming. (Liston & Garrison, 2003) For the
experienced teacher, they can seem almost unconscious (Liston &
Garrison, 2003). Most teachers truly have passion for what they do,
but they also have a love for it as well.
Creativity
“Every person is unique and

the challenge is to find fun ways
to guide individuals to learn and
understand what they are
interested in learning” (B.
Anders, personal
communication, February 2,
2008). There are many ways to
be creative in the classroom,
whether it is using projects,
videos, and presentations, but
what if the creativity stemmed
from the teacher?
Being creative is important in
teaching, for the students are
the audience.
This image is licensed under CC0
No one knows this better than

“Every person
entertainers, who are creative and
use their ingenuity to bring to life
Why Teach? | 9
rather dull aspects of education. This
in and of itself is talent, and some
is unique and devote themselves to that. Paul
the challenge is Keogh, a Modern Languages teacher,
to find fun ways had always aspired to be an
to guide entertainer, however, he chose
individuals to teaching as his profession instead.
learn and He equated teaching to
understand entertainment, but more importantly,
what they are he remarks, “I love to see them
interested in growing personally, socially and
learning” academically” (TDA, Paul Keogh,
Modern Languages teacher, para. 3).
This statement itself encompasses
the point of education, for there
cannot be growth without learning.
Why do teachers teach?
To address the opening question, “Why do teachers teach?”, the

answer is simple; “They teach for the love of children and to
contribute to the well-being of all of us” (Teachers are Important,
1998, para. 4). It is something inside them. It is a drive, a force,
a passion, a talent that they wish to dispel upon their students to
watch them succeed. Choosing to be a teacher is not for the money,
as a teacher’s monetary compensation is hardly adequate given all
that they give to their students. Becoming a teacher is almost like
heeding a calling. It is not for the light at heart, but rather, for those
who love children and people, who have a passion for education, and
who love to share in that passion. Teachers yearn to see the burning
desire to learn and love to see the excitement of discovery, and that
is why teachers teach.
10 | Why Teach?
Scenarios
Read the following scenarios, How would you characterize their

motivation to teach?
SCENARIO 1: JULIA’S CASE STUDY
SCENARIO 2: FRED’S CASE STUDY
Thoughts
Watch the following video with this question in mind: Is this

teacher speaking to a more intrinsic or extrinsic reward for
teaching?
One or more interactive elements has been excluded

from this version of the text. You can view them online
here: https://uark.pressbooks.pub/
introductiontoeducation/?p=18#oembed-1
Why Teach? | 11
An interactive H5P element has been
excluded from this version of the text.
You can view it online here:
Dig Deeper
The following resources are provided when “digging deeper” into

the chapter:
Sharon Feiman-Nemser and Robert E. Floden, “The Culture of
Teaching,” in The Handbook of Research on Teaching, ed. Merlin C.
Witrock (New York: Macmillan, 1986), 510–511.
Modified from “Foundations of Education and Instructional

Assessment” by Alyschia Conn, Jasmine Tucay and Sarah Wolff
licensed under CC BY-SA 4.0 and “Education 2010 – Introduction to
Education” by Brenda Alward.
12 | Why Teach?
2. What is the Purpose of
School?
What is the Purpose of School?
What is the purpose of school? Neil Postman said that “without a

purpose, schools are houses of detention, not attention” (1995, p.
7). Most countries have systems of formal education and many of
these are compulsory. Although the names of schools differ, most
include a primary school for young children and a secondary school
for teenagers (Roser & Oritz-Ospina, 2019).
What is the purpose of school | 13

• Understand the basic purposes of school

• Describe several different understandings of the
concept of “school”
• Define the nature of school for each level:
elementary, middle, and high schools
◦ Compulsory
◦ Formal Education
◦ Informal Education
◦ Vocational
Defining School
Before landing upon a definition for school, it is important to

delineate the differences between education and schooling.
Education is a process of learning and growing as one gains
understanding about the surrounding world. This is a lifelong
process. It is, as John Dewey (1916) put it, a social process – ‘a
process of living and not a preparation for future living.’
Schooling can often look like an institution with a very specific
14 | What is the purpose of school

motive – drill learning into people according to some plan often
drawn up by others. Paulo Friere (1973) famously called this banking
– making deposits of knowledge. This type of “schooling” treats
learners like objects.
Interested in learning more about this?
https://www.gse.harvard.edu/news/ed/15/01/whats-worth-
learning-school
What do you think?
Cartoon owl sitting on a

book is licensed under
CCO.
Schooling vs. Education Sort
Sort the following phrases into the category where it best fits:


Schooling Education
Choices: Rigid, Structured; Facts, information to be absorbed; Life
experiences; Personal, individual interests; Stops and starts, finite;
May is not all that is learned; Always going on; Can exist without
schooling; Can exist without education
School Culture
What makes a good school culture? Shafer (2018) noted that it

is all about connections. She describes five interwoven elements
that support school structure, 1) Fundamental beliefs, 2) Shared
values, 3) Norms (how people believe they should act), 4) Patterns
and behaviors, and 5) Tangible evidence. To read more about those
elements, you can find the article here:
https://www.gse.harvard.edu/news/uk/18/07/what-makes-
good-school-culture
“In a strong culture, there are many, overlapping, and

cohesive interactions among all members of the
organization.”
– Leah Shafer
Purposes of School
Is School for Knowledge?
If asked, most people would say that the purpose of school is to

provide knowledge, but the question becomes what knowledge and

who should decide. Is learning for the sake of learning what school is
about? Learning expands the mind and school is a way for students
to be exposed to different ideas and concepts. Knowledge obtained
through school can provide students with a sense of personal
fulfillment (Education).
“It seems to me, that education has a two-fold

function to perform in the life of man and in
society: the one is utility and the other is
culture. Education must enable a man to become
more efficient, to achieve with increasing facility
the legitimate goals of his life.”
–Martin Luther King Jr (1947)
It is argued that anything learned in school could be learned on your

own (Gatto, 2005). In the modern-day of the Internet and with vast
libraries of knowledge available to us, this is very true. There then
becomes a problem of motivation. What would make someone want
to learn math or science? Does a child just decide someday that they
want to learn all about Chemistry? (Postman, 1995) It is not an issue
of what information is necessary, but an issue of exposing students
to different ideas that they can choose to grow and build on. It is
teaching them how to learn. Education should expose students to
information and teach them how to think, not tell them what to
think. Martin Luther King Jr said, “Education must enable one to sift
and weigh evidence, to discern the true from the false, the real from
the unreal, and the facts from the fiction” (1947).

Is School for Getting a Job?
Not everyone has the opportunities or wants to go to college.

Therefore, the purpose of school must be to give students the skills
to get a job. This means that education is a way for anyone to
support him or herself and economically contribute to society
(Education). Some of these skills are taught in many of the basic
classes: reading, writing, and arithmetic. There is also vocational
education, which is extremely important to the lives of students
who do not enjoy academia. Just because a student does not like
school does not mean that the school should ignore them. It is the
school’s responsibility to educate all students and prepare them for
their future.
Is School for Socialization?
It is argued that any of the above items can be learned on your own
(Gatto, 2005). As stated earlier, the issue of motivation and outside
circumstances does provide a problem with this theory, but what
can replace the socialization that a student receives in school?
“Schooling at its best can be about how to make a life,

which is quite different from how to make a living”
(Postman, 1995, p. x).
Einstein said that the school’s responsibility is to educate the

individual as a free individual but to also educate them to be part of
society (Haselhurst, 2007). Students are around hundreds of people
their own age and this teaches them how to act in society and

how to communicate. This is helpful no matter what they do with
their future and nothing can replace those skills. Being in a school
with that many people also exposes the student to people who
are different from him or herself and this is extremely helpful in
anyone’s development as a human being and a better member of
society (Postman, 1995). Professor Nel Noddings said that the
school’s aim is “to produce competent, caring, loving, and lovable
people” (Kohn, 2004, p.2).
Types of Schools
In most states, the school year is 180 days. School days often last
a total of six and a half hours. This means that a child may spend
more than 1,000 hours in school each year. In elementary school,
how are these hours typically spent? In these sections, we will
discuss the teacher’s role, what students experience in elementary,
middle school, and high school.
Elementary
An elementary school is the main point of delivery of primary

education for children between 5-11. In elementary school, children
are exposed to a broad range of topics and often remain together
in one classroom. School districts and the state determine the
curriculum, but generally, a student learns basic arithmetic, English
proficiency, social studies, science, physical development, and fine
arts.

The Role of the Teacher
An elementary school teacher is trained with an emphasis on human

cognitive and psychological development as well as the principles
of curriculum development and instruction. Teachers earn either
a Bachelors or Master’s degree in Early Childhood or Elementary
Education.
The public elementary teacher typically instructs between twenty
and thirty students of diverse learning needs. These teachers use
a variety of ways to teach, with a focus on student engagement
(getting a student’s attention).
What Students Experience
Originally, an elementary school was synonymous with primary

education. Many students prior to World War I did not attend
school past Grade 8. Over the past few decades, schools in the
USA have seen numbers of high school graduates rise and with it,
changes in what students experience in school.
An elementary school typically contained one-teacher, one-class

models, but this has been changing over time. Multi-age programs,
where children in different grades share the same classroom and
teachers. Another alternative is that children might have a main
class and go to another teacher’s room for one subject. This could
be called a rotation and it is similar to the concept of teams found in
junior high school.
Middle School
Watch the following video from the perspective of a middle

schooler. What would you point out as part of her environment at
school? Is there any evidence of her relationship with what she is
learning or her relationship with educators at her school?

High School
While there is no set standard for an American high school, some

generalizations can be made about the majority. Schools are
managed by local, elected school districts. Students ages 14-18
participate in four years of school. School years are normally
around nine months and are broken up into quarters or semesters.
The High School curriculum is defined in terms of Carnegie Units,
which approximate 120 class contact hours within a year. No two
schools will be the same, and no two students will have the same
classes. There are some general core subjects, but electives will
vary by school.
Activity:
Fill out the following to highlight was is important in each level:

https://docs.google.com/document/d/
1gAAwwsThkvlVNHrYcII_2m5PByo8ggC4JQe6QJy4dYw/
edit?usp=sharing

Thoughts
Watch the following video with this question in mind: According to

this author, what do effective schools do differently? Does this align
more closely with the notion of “schooling” or “education”?


Dig Deeper

the chapter:
Roser, Max; Ortiz-Ospina, Esteban (2019). “Primary and
Secondary Education”. Our World in Data. Retrieved 24 October
2019.
Freire, P. (1972). Pedagogy of the Oppressed. Harmondsworth:
Penguin.

Shafer, L. (2018) https://www.gse.harvard.edu/news/uk/18/07/
what-makes-good-school-culture
Postman, Neil. (1995). The End of Education. New York: Vintage
Books.
Education. (n.d.). Retrieved September 16, 2007 from
http://en.wikipedia.org/wiki/Education
Gatto, John Taylor. (2005) Dumbing us Down: The Hidden
Curriculum of Compulsory Schooling. (Rev. ed.). Canada: New Society
Publishers.
Haselhurst, Geoff. (2007) Philosophy of Education. Retrieved
September 19, 2007 from http://www.spaceandmotion.com/
Philosophy-Education.htm
Hirsch, E.D. Jr. (2006). The Knowledge Deficit. Boston: Houghton
Mifflin Company.
King, Martin Luther Jr. (1947). The Purpose of Education. Retrieved
September 19, 2007 from http://www.drmartinlutherkingjr.com/
thepurposeofeducation.htm
Kohn, Alfie. (2004). What Does it Mean to Be Well Educated?
Boston: Beacon Press.
Modified from:
https://en.wikibooks.org/wiki/
Social_and_Cultural_Foundations_of_American_Education/
Philosophy_and_Ethics/Purpose

3. Who are Today's Students?
Who Are Today’s Students?
We have all spent time as students, and our teachers had their
opinions of us. Some of those opinions may have been based in fact
and some of them may have been based in their own prejudice and
bias. We have to accept students for who they are, where they come
from, and the circumstances of their life. We have to keep our
personal bias and prejudice out of the classroom. If we do not we
will, even if we don’t realize it,
treat them in a way that may
have a negative impact on the
learning environment and their
learning.
It is known that in order to
learn, we have to take a risk. According to Erikson’s “Stages of Social
Development,” if the circumstances are positive, we develop a sense
of autonomy during our toddler years. Autonomy is the feeling/
belief that we can do things, we can take care of ourselves, and we
can do for ourselves. The next stage which we enter around three
years old is where we develop the initiative. We try new things,
explore, and experiment. It is during both of these stages that we
take many risks. Autonomy and initiative are major foundations for
the learning process.
Who are Today's Students? | 25

*Google Images
Who are today’s students? We understand that we all come from
different family structures and socio-cultural backgrounds.
Understanding these differences helps an educator to better meet
the needs of the classroom.
26 | Who are Today's Students?

• Discuss the predominant issues and societal trends

confronting contemporary education.
• Identify diversity and how it impacts education
• Explain how the role of the teacher both is
impacted and impacts how children are served in the
school
• Diversity
• Multiculturalism
• Socioeconomic status
• IDEA (Individuals with Disabilities Act)
• Child abuse
• Bullying
In order for us to feel confident and secure in taking risks, we

have to feel safe. We have to be both physically and psychologically
safe. Our students have to be relatively sure that their physical
being is not in danger. Equally important is being psychologically
safe. Students have to feel they will not be laughed at, made fun
of, ridiculed, or humiliated for their learning endeavors. Do you
remember teachers who used some of these techniques in their
teaching or allowed classmates to engage in these behaviors? If you

look at Maslow’s “Hierarchy of Needs,” you will see that safety needs
are the next level above basic food and shelter.
Educators play an important
role in helping students feel
safe. If a student does not feel
psychologically safe, he/she
may stop engaging in class
because it is “safer” that way,
especially if it is a student who struggles with academic endeavors.
When this happens, learning fails to take place.
A major factor in feeling safe, and being willing to take risks lies
in the relationship between teacher and student. Teachers have to
work to develop a respectful, trusting relationship with students.
The lack of this relationship is the cause of many difficulties in
the classroom between teacher and student, as well as the lack of
motivation and willingness to take learning risks. Part of treating
students respectfully is listening to their ideas, concerns, and
thoughts and being willing to compromise with them.
Students are Different
Students are different. They each come with special academic,

social, cultural, and emotional needs. This section will highlight
some differences found in classrooms today and how educators
help connect with their students.
Academic Needs
While human growth and development follow predictable patterns

and stages, every human goes through the stages at a different rate.
A teacher may be teaching a room full of eighth-graders who are

at various levels of development. This is particularly challenging for
teachers in the elementary years. It is not uncommon to teach in a
classroom with four or five different reading levels. It is only with
this knowledge that teachers can truly understand students and
provide the best possible learning environment for them.
Student
reading CC0
from
pixabay.com
Our current knowledge of a subject forms the base for future

learning. Educators take students where they are at and build on
their current knowledge. This perspective will change what
educators do with students and it will make a difference in how
the student perceives themselves. If they have a more positive
perception of their skills and abilities, you will find they are more
willing to take risks. For example, if an educator tells a student,
“Your paragraphing skills are poor and we need to work on
improving them”, the conversation starts with a negative and the
student feels inadequate and this impacts self-esteem, and
confidence, as well as motivation. However, if educators tell the
same student, “Your writing contains new insights and ideas that
are not often considered by others. One way we can improve on
the understanding of those ideas, however, is to work on improving
your paragraphing skills. We can work on that together.” Educators
set a more positive tone and greater confidence in the student. Try

not to get into the mindset of trying to “fix” what’s not working and
work from the idea of “This is where the student is strong, and this
is where I want to take them.” It will make a big difference in the
student’s willingness to work hard, and in their success.
Areas of Diversity
While our students will be at different levels of learning, they will

have different learning needs and possess a variety of learning styles
as well. They will also differ in many other ways. A few of these are:
• Gender
• Family Structure
• Family’s beliefs on education
• How family values education
• Socioeconomic Status
• Culture
• Language
• Background Knowledge/Experience
• Religion
• Students receiving Special Education Services
• Students who are working above grade level in one or more
area
Classrooms are diverse in many ways, but one thing is almost

certain, you will have students in your class who are receiving
special education services. Prior to 1975, special education students
were segregated into their own classrooms, or not even included
in our neighborhood schools. In 1975, Public Law 94-142 created
provisions for special needs students to be included in our schools.
In 1990, it was amended and renamed the “Individuals with
Disabilities Education Act.” (IDEA) The law mandates that services

be provided for students. Review the information on IDEA in the
chapter, “School Laws and Organization”.
Teachers may also have
students in your classroom who
are working above grade level
in one subject area or more.
Some, but not all, may be
identified as gifted and/or
talented by their school. When
Child coloring CC0 from pixabay.com you have children you know
need an additional challenge,
work with parents and other professionals to provide the necessary
experiences for them.
Family: A Partner in Education
One of the biggest influences on a student is the family. There

are a wide variety of family structures in our society today. The
current state of our economy has placed a financial burden on
many families. The structure of a family, the expectations they have
for their children, the economic and social climate that they live
under and the overall well-being of the family will influence a child’s
performance in school. It is our responsibility to be aware of
situations and help students work and deal with them, not ridicule
or punish because of circumstances. We have to respect families
for what they are, accept and tolerate their ideas, values, and
circumstances even if we don’t agree. Here is another place where
we have to push our biases and prejudices aside and look at what’s
best for the student. For example, a child goes to daycare every day
after school and in the evening he/she is cared for by grandparents
because one or more parents work. We would want to look closely
at any homework we might consider sending home. Chances are
this child is not going to have the opportunity, or the support, to

get it done. Sending it anyway sets the student up for failure from
the start. We might have to modify our practices to accommodate
this child. Being a teacher is not easy! If you think it is, I suggest
you look for another career. I don’t want you to be disappointed
later. In order to do the best for our students, we often have to go
the extra mile, change many of our practices, and look for ways to
accommodate students and their situations.
What do you think?



Who are today’s students?
To address the opening question, “Why do teachers teach?”, the

answer is simple; “They teach for the love of children and to
contribute to the well-being of all of us” (Teachers are Important,
1998, para. 4). It is something inside them. It is a drive, a force, a
passion, a talent that motivates to teach his or her students in order
to watch them succeed. Choosing to be a teacher is not for the
money, as a teacher’s monetary compensation is hardly adequate
given all that they give to their students. Becoming a teacher is
almost like heeding a calling. It is not for the light at heart, but
rather, for those who love children and people, who have a passion
for education, and who love to share in that passion.
Thoughts

Dig Deeper

the chapter:
Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004)

Assessment”, licensed under CC BY-SA 4.0

4. How Do Social Issues
Affect Students?
In a recent population survey,

7.1 million students under the
age of 18 lived in a
neighborhood with a poverty
rate of 30 percent or more. This
high incidence of poverty
places these children at a
“Children” by aka Quique is licensed higher rate of becoming ill, not
under CC BY-NC-ND 2.0 having proper health care,
becoming parents before
finishing school, using illegal drugs, being exposed to or involved in
violence, and going to jail before they are even old enough to vote.
These social issues, which will be discussed in this chapter, can
impact a child’s life both outside school as well as inside school. In
education, there is a responsibility to teach them all, but are there
things that teachers should know to do this well? Children living in
below-average neighborhoods should be given the same
opportunities as children living in average and above-average
housing.
Learning Objectives
How Do Social Issues Affect

Students? | 35
• Identify critical social issues that directly influence

the students’ academic success in the classroom
• Describe the impact poverty has on a student’s
potential for success in schools
• Define the role of communication between the
school and family
• Socioeconomic status
• At-risk
• Poverty
The Challenges of Poverty
A major disadvantage to students produced from living in poverty-

stricken neighborhoods is the possibility of growing up not being
able to succeed in life because they were not properly trained as
children. It is the responsibility of the authoritarians, policymakers,
parents, schools, and teachers to make sure each student, despite
their living arrangements, is given an equal opportunity to succeed.
Statistics have shown that students who live in poor neighborhoods
usually test lower on standardized tests. The students also tend to
learn less than students in average schools.
To make sure students living in low-income neighborhoods are
well prepared for life as adults, certain things are required. Basic
aspects include greater access to support that all families need
to raise kids successfully–employment opportunities for parents,
quality health care, formal and informal networks of adults who
36 | How Do Social Issues Affect Students?

can assist in times of crisis, vibrant religious institutions, organized
recreation, and safe streets. Parental opportunities, good health
care, religious groups, and fun activities all make for a well-rounded
student, but these children need a quality education. Education
has been the vehicle for advancing the social and economic status
of children and families, compensating for poverty and distressed
environments, and, for millions of kids, paving the way to
opportunities unavailable to their parents. Education is the catalyst
for success. Research shows that school completion and academic
success increase children’s ability to escape poverty, form strong
families, and raise successful kids of their own. Research from the
U.S. Bureau of the Census, Money Income in the United States,
states that a college graduate earns twice as much money a year
compared to an adult with only a high school diploma, and that
same college graduate earns about three times as much as a high
school dropout. Sadly, students living in these low-income
neighborhoods are falling by the wayside. The chances of getting a
quality education while living in poverty are very small. If our nation
is to remain prosperous and committed to equality of opportunity,
we must create successful schools for poor children.
Contributing to Successful Students
Students in poverty-stricken neighborhoods can succeed. To

contribute to kids’ success in school and overall development, five
ideas should be demonstrated. They include:
1. Preschool experiences that prepare children to learn,

2. Schools that are small enough to engage every child,
3. High standards in curriculum, instruction, and assessment,
4. Strong, meaningful family participation, and
5. Making education part of a larger community committed to
healthy youth and family development.
How Do Social Issues Affect Students? | 37

High-quality early childhood care and preschool education can
stimulate cognitive development, increase school readiness, and
advance academic achievement in the early elementary grades.
Smaller classroom sizes promote more one on one between the
student and teacher. Students can receive more individualized help.
The teachers are also able to change the flow of instructional time
if necessary; they can do what works best for the class as a whole.
Higher success rates also come from having “high learning
standards, challenging curricula based on those standards, and
instructional practices that keep kids actively engaged in learning.
In schools, standards are set so the students comprehend the
seriousness and the value the school places on academic success.
States like Kentucky, Washington, and Maryland and districts like
Milwaukee and Philadelphia have taken significant steps to set
standards that are aligned with curriculum, instruction, and
assessment practices. Parental involvement and parent-teacher
interaction are also key to the success of the students. Interaction
between the teacher and parent can be as simple as a brief email or
telephone call. Involvement should include knowing the latest news
in the school, participating in any parent orientations and meetings,
and helping and being aware of the students’ homework.
What do you think?

is licensed under CCO.

What social issue impacted your community?
1. Poverty
2. Drug Abuse
3. Homelessness
4. I am not sure
Other Social Issues That May Affect Education
Homelessness
A child’s success may be dependent upon many factors that may

take place in the home or the lack thereof. According to the Year
2005 Report to Congress on the Education for Homeless Children
and Youth Program, there were approximately 928,429 homeless
children and youth (Pre K-12) reported in 2000, an increase of 10
percent over the last reporting year of 1997, with 65 percent of these
children in Pre K-Grade 6. Students who are homeless are defined
as lacking a stable, long-term place to reside. The students may be:
• Sharing the housing of other persons due to the loss of

housing, economic hardship, or a similar reason,
• Living in motels, hotels, trailer parks, or camping grounds due
to the lack of alternative adequate accommodations,
• Living in cars, parks, public spaces, abandoned buildings,
substandard housing, bus or train stations, or similar settings,
• Living in emergency or transitional shelters,
• Abandoned in hospitals,

• Awaiting foster care placement,
• Have a primary nighttime residence that is not designed for
regular sleeping accommodation for humans.
Homeless students are battered psychologically and emotionally

and have added pressures once entering the school building. These
children are presented with many obstacles to overcome in school
ranging from having their homes taken away, living in a shelter, to
not knowing when and where their next meal is going to come.
Once in the classroom, the students have a hard time focusing,
forcing them to become less motivated about completing school.
Homeless students have a higher rate of dropping out of school
entering the workforce because of a lack of enthusiasm and focus.
Those students who chose to be homeless, because they have run
away from home, experience both sexual and physical abuse. They
sometimes become involved with illegal drugs and excessive alcohol
use. Other factors that may be a factor that might prohibit a quality
education for a homeless child may include poor nutrition,
inadequate sleep, and lack of health care.
Family Composition
An interview with a social worker revealed the impact of home and

social environment on a child’s education. In this social worker’s
school, a school for children with emotional and/or learning
disabilities, a number of the students resides in neighborhoods at
or below poverty level. They are oftentimes being raised by single
parents or grandparents who also care for other children or
relatives placing the child’s education low on the caregiver’s list of
priorities. Children from these types of environments often display
inappropriate behavior that negatively impacts their academic
development.
A major difficulty for the teachers and social workers in this

school is the lack of parental involvement. The school, according to
the social worker, is at least an hour-long bus ride for the parents
(most don’t own cars) which keeps many parents from visiting the
school and meeting the child’s teachers. The school has often
offered to fund the parents’ transportation to and from the school;
however, the parents face difficulties in getting time off from their
jobs. Whether or not the parents’ have an interest in the child’s
education, the children do not see a connection between the
parents and their teachers resulting in a lack of academic
motivation and no desire to behave appropriately.
An article in The Elementary School Journal entitled “Teachers’
Reported Practices of Parent Involvement: Problems and
Possibilities,” by Joyce L. Epstein and Henry Jay Becker of Johns
Hopkins University which addresses the family and how parental
involvement affects a child’s educational process. This article is
about a study of teachers in Maryland and how they feel about
parent involvement. The comments from the 3,700 teachers vary
tremendously from teachers who strongly believe that their job can
only be performed adequately if they can rely on parental help, and
the other opposite thought from teachers who have long given up
the hope of parental help. Some of the teachers polled felt that
“parents have so little prime time to spend with their child or
children,” (Epstein, 1982) that it is very hard to cultivate a parent-
teacher relationship much less a parent-teacher-child relationship.
This study/article also delves into the world of today, and how the
working parents have more demands on their time and how helping
kids at home becomes a more frustrating task when a parent is tired
or has so many jobs to just pay the bills (Epstein, 1982). Teachers
seem to be split down the middle when it comes to deciding if it is
worth their effort to try to involve parents, but the general synopsis
of the study was that in the long run, it is well worth the effort for
the child’s sake no matter what the family structure entails. Single
parents, working parents, grandparents raising their grandchildren,
and all family structures should begin with the child’s educational
process at home and help the schools and teachers open the doors

and windows into the mind of the child. This applies to every
socioeconomic structure of the family, not just poverty structures.
Drugs, Alcohol, and Abuse
Drugs and alcohol can have a lasting effect on children. The effects
can start in fetal development and continue through life
development. Having a mother who uses alcohol or drugs while
pregnant can affect the fetus and have lasting effects on their
cognitive and social development. Alcohol can cause mental
retardation, slower physical development, severe learning, and
cognitive disabilities. A mother that uses illegal drugs, like
marijuana, cocaine, etc, can also have a severe and lasting effect on
the child. They can decrease the cellular oxygen and nutrient supply
for the fetus which then affects the parts of the brain responsible
for learning, memory, behavior, and cognitive functions. It can also
cause language delays and attention problems. (Kaplan, 122)
Drugs and alcohol can also affect more than just the child’s body,
it also affects the environment they live in. Drug and alcohol abuse
leads to poverty, abuse, and neglect in the home. The parents are
too busy with their habits that they have little emotional
involvement with the child. (Kaplan, 124-125).
Abuse is also a major problem affecting children in school and life.
Out of the three million children that are reported each year to child
protective service agencies for being alleged victims of abuse and
neglect, about one-third (about one million) are determined to be
legitimate cases that require action (Bullough, 69). There are three
types of abuse; physical, sexual, and emotional. Physical neglect is
the most common form of child maltreatment. It is responsible for
about sixty percent (60%) of all reported cases of abuse (Bullough,
57). They all have major lasting effects on the children. All of them
cause psychological problems in the child. Abuse can cause
language delays, poor social relationships with peers, lower

intelligence scores, and behavioral problems. Studies show that the
abused child also is more likely to experience failure in school
because of all the problems abuse causes. (Kaplan, 355) At least half
of all valid child abuse cases involve caregivers under alcohol or
drug abuse (Bullough, 43).
How can families and schools better

communicate?
Although the research and statistics about the impact of social

issues on a child’s education can be overwhelming, the role of
communication can help. It is hard to believe that we have a
breakdown in communication on any level in today’s world. We have
the ability to be connected 24 hours a day seven days a week. Cell
phones, pagers, and the Internet are all devices we use daily to stay
connected, so it is not surprising that the communications between
the families and the schools the children attend are in sync more
than ever. There is a real effort to include families into the school
environment, and in some ways, the programs the schools have for
our children could not take place without the effort of the parents
and guardians. Communication with our children’s teachers is right
at our fingertips, but without getting the information out to parents
on how to access this information, it is a resource that is wasted.
Staying in Touch
When parents are involved in their children’s

education, studies show that students generally have
higher grades and test scores, and are more likely to go
to college.
-Parent-Teachers Association (www.pta.org)
It is important for those parents who may not be able to take time
out of their busy lives to volunteer within the school to be able to
communicate with the teachers and have information on what is
going on in their children’s lives as well. This has become extremely
easy with the introduction of technology into our everyday lives.
Parents can email directly to their child’s teacher any time day
or night, schools have a direct voice mailbox for parents to leave
messages for the teacher, and the use of cell phones for immediate
contact. No longer do we have to hear about a situation after the
fact, but we now have the ability to know immediately. As your
child becomes older, they are less likely to bring home the everyday
paper that has been graded. The days of parents unaware of their
child’s progress until report cards are in the past. Now, parents
can access their child’s grades using the Internet. Parents can see
what is going on within the school on Internet-based School Web
Sites and even have homework and daily announcements sent right
to their home computers or hand-held devices. Staying in touch
with your children’s teacher and school has never been as easy or
more accessible. Technology is not the only answer to keeping the
communication lines only, School Systems across the nation are
setting days on their yearly calendars for personal conferences.

One school system in Virginia
Beach has devoted several days
of teacher-parent conferences
staggered throughout the year.
This is where the teacher and
parent can meet during the day,
at a time convenient for both
This image by Khamkhor is licensed parties. The meeting is spent
under CC BY-SA 2.0 discussing the progress the
child is making. They can talk of
strategies and the teachers can give parents advice on what they
need to work on at home to assist the student in making sure they
stay up to date with their studies. This allows the parents to meet
the teacher and put a face and personality with a name. The teacher
in return can speak directly to the parent and form a relationship. It
gives the link needed to help the child succeed, as one principal of a
school said, “To run an effective school, there has to be that link
between the home and the school. If you don’t have that link, you’re
spinning your wheels. You never make a dent in education unless
the parents are involved.” (2007, The Record) Gone are the days of
putting your child on the bus and seeing them when they arrive
home at the end of the day. Today’s schools encourage parents to
become familiar faces inside the school.
One problem however is the fact that not all parents have access
to email or cell phones, and a lot of single parents work hours that
make it almost impossible to come in for a conference unless it
is planned well in advance. One way to overcome this is through
SchoolCall. This system makes it simple for schools to report
student absences to parents automatically, set up web interfaces
that allow teachers to set up call groups, and even voicemail for
faculty. This system should be taken a step further to allow calls to
a teacher’s room to be forwarded to their home. This would allow
parents who can’t call during school hours to contact the teacher
without the teacher’s home phone number. Often these are the
ones, single parents working crazy hours who need to be able to get

in contact with teachers and can’t always rely on the child to bring
messages home, who need this access. While email and cell phones
are great, they don’t work for everyone and we as teachers need to
be aware of this and find ways around this problem.
Getting Involved
Statistics show that there is a “positive and convincing relationship

between family involvement and benefits for students, including
improved academic achievement.” (Henderson & Mapp 2002). When
it has been shown to improve test scores with increased parental
involvement schools, school boards and states have come up with
ways to make sure that the parents have an opportunity to play a
role in their child’s education. It is no longer just the teacher’s job
to make sure your child is learning. We are now in an age where
the parent’s role has become increasingly important in the type of
education your child is receiving.
Several major groups play a large part in bridging the
communication gap between parents and their children’s schools.
The PTA has become a powerhouse for all individual schools over
the past several years. The PTA (Parent-Teacher Association) is an
organization on the front line of any school when it comes to parent
participation. It organizes volunteers who are responsible for in-
school and after-school programs that have branched out from
carnivals and field days to educational programs such as math and
science night. In December 2003, a campaign was designed to
“increase awareness of critical benefits of parental involvement and
to provide parents with practical, easy ways to help their children
succeed in school and life.” (pta.org) This advertising campaign is
a tool that is used to inform parents that it is vital to becoming
involved in their children’s education. Directed by actor James
Woods, the ad states that you must “Know what really matters,
know about your kid’s school, and know about your kid” (pta.org)

it follows with a phone number and website that you could use to
find your schools information on its PTA organization. One example
of how far the PTA has come over the years is the Reflections
Contest held every year. The Reflections Contest is run by local PTA
volunteers within each school, which bring together teachers and
parents to entice students to enter into a contest displaying their
talents in many categories such as music, art, poetry, and drama.
Winners are judged and chosen on a local, state, and then national
level, and each year the students can compete to come up with the
theme for the following year. This is a great way families can become
involved, work with and begin the process of communicating with
the teachers and the school.
Another organization is the School Planning Council. This is made
up of Administration, Teachers, and Parents who meet together at
the beginning of every school year to go over the curriculum. This
is a very important organization that allows parents to have a voice
in what their child is learning. The opportunity to participate in the
Council is offered to every parent of the school their child attends.
This is another bridge to enable parents to become involved with
their children’s education.
Open Door Policy
Today’s school has a variety of volunteer positions that enable

parents to become a part of the school day. This has come into play
on a major scale with the “No Child Left Behind Act of 2001” (NCLB)
Title I of NCLB (Section 1118) “outline requirements for schools,
districts, and cites to create partnerships between parents and
schools. Under NCLB, schools were required to provide
opportunities for parent involvement” (Vaden-Kiernan, 2002-03)
Teachers asked parents to come into the class and volunteer, they
encouraged parents to come in and help with all of the day to
day activities and schools have begun opening their doors. Parents

can come into the class and help out with tasks that take up the
teacher’s instruction time. For example, parents can help the
teacher with copying papers, filing, and grading so that the
instructional time for teachers will not be cut short with non-
teaching tasks and enables the teacher to concentrate on teaching.
Principals play a vital role in allowing open door policies within
the schools so that parent involvement can happen. Principals give
the face to the school as a friendly family environment. If a parent
feels wanted, it is more likely that they will want to return to that
environment. And studies showed that it is possible that “higher
parent involvement encourages schools to communicate better
with parents.” (Vaden-Kiernan, 2002-03)
Conclusion
A child’s destiny should not be determined by the neighborhood a

child lives in, the composition of the child’s family, or the child’s
circumstances. Every child should be given the same equal
opportunity to achieve excellence. Teachers should view every child
as a child that is capable of learning. The responsibility of instilling
the value of learning is placed not only on the parents, but the
teachers, administrators, school board officials, and every other
adult that has a part in a child’s life.
Communication is key when meeting the needs of all learners.
Today’s school systems are finding a variety of ways to improve
communication between parents and their schools. Schools are
improving parental information of how their child develops. Schools
are giving information about the developmental processes and the
expectations of the child, according to grade level, through the
literature available to all parents. Schools are keeping lines of
communication open. They are making teachers available and more
accessible along with incorporating technology, which enables
easier access for parents to communicate with their schools and

encouraging parent involvement with an abundance of programs
for parents to become involved. Every child benefits when there
is an established and comfortable line of communication between
parents and the school.
Thoughts
Take a look at the following resource: Which challenge would you

like to learn more about?
10 Major Challenges Facing Public Schools
https://www.publicschoolreview.com/blog/
10-major-challenges-facing-public-schools

Dig Deeper

the chapter.

Modified from:
Social and Cultural Foundations of American Education/Hot
Topics/Home Environment. (2020, September 30). Wikibooks, The
Free Textbook Project. Retrieved 19:28, February 11, 2021, from
https://en.wikibooks.org/w/
index.php?title=Social_and_Cultural_Foundations_of_American_
Education/Hot_Topics/Home_Environment&oldid=3744188.
Social and Cultural Foundations of American Education/
Relationships/Communication. (2010, March 28). Wikibooks, The
Free Textbook Project. Retrieved 19:30, February 11, 2021, from
https://en.wikibooks.org/w/
index.php?title=Social_and_Cultural_Foundations_of_American_
Education/Relationships/Communication&oldid=1745354.

5. What is an Educational
Philosophy?
What makes a teacher?

Teaching is like a salad. Think
about it. If you were to attend a
party for any given holiday, the
number of and variations to
each salad recipe that might be
present for consumption could
This image is licensed under CCO. outnumber those present at the
party. There are so many
different ways to teach, varying circumstances to take into account,
and philosophies to apply to each classroom. And what better way
to have a positive impact on the world than to offer knowledge for
consumption? The term ‘teacher’ can be applied to anyone who
imparts knowledge of any topic, but it is generally more focused on
those who are hired to do so (teach, n.d., n.p.). In imparting
knowledge to our students, it is inevitable that we must take into
account our own personal philosophies or pedagogies, and
determine not only how we decide what our philosophies are, but
also how those impact our consumers.
What is an Educational
Philosophy? | 51
• Define, describe, and identify the four branches of

educational philosophy
• Outline at least two educational philosophies that
influence our schools
• Explain how educational philosophies influence the
choice of curriculum and classroom instructional
practices
• Develop a personal philosophy concerning teaching
and learning
• Philosophy
• Pedagogy
• Constructivism
• Perennialism
• Essentialism
• Progressivism
• Romanticism
• Behaviorism
52 | What is an Educational Philosophy?

Lessons in Pedagogy
What, exactly, are education philosophies? According to Thelma

Roberson (2000), most prospective teachers confuse their beliefs
with the ideas of teaching (p. 6). Education philosophies, then, are
not what you want to do in class to aid learning, but why you
do them and how they work. For example, Roberson’s students
state they “want to use cooperative learning techniques” in their
classroom. The question posed is, why? “[I]s cooperative learning a
true philosophy or is it something you do in the classroom because
of your belief about the way children learn?” (Roberson, 2000, p.
6). Philosophies need to translate ideas into action – if you want to
use certain techniques, then you need to understand how they are
effective in the classroom to create that portion of your education
philosophy. It helps to have an overview of the various schools out
there.
• Perennialism – focuses on human concerns that have caused

concern for centuries, revealed through ‘great works’
(Ornstein, 2003, p. 110) It focuses on great works of art,
literature and enduring ideas.
• Essentialism – Emphasizes skills and subjects that are needed
by all in a productive society. This is the belief in “Back to
Basics”. Rote learning is emphasized and
• Progressivism – Instruction features problem-solving and
group activities – The instructor acts as a facilitator as
opposed to a leader (Ornstein, 2003, p. 110)
• Social Reconstructionism – Instruction that focuses on
significant social and economic problems in an effort to solve
them (Ornstein, 2003, pg.110)
• Existentialism – Classroom dialogue stimulates awareness –
each person creates an awareness gleaned from discussion and
encourages deep personal reflection on his or her convictions
(Ornstein, 2003, p. 108).
What is an Educational Philosophy? | 53

Perennialism
• The knowledge that has been passed through the ages should
be continued as the basis of the curriculum, like the classic
works of Plato and Einstein.
• Reason, logic, and analytical thought are valued and
encouraged
• Only information that stood the test of time is relevant. It is
believed these prepare students for life and help to develop
rational thinking.
• The classes most likely to be considered under this approach
would be history, science, math, and religion classes
(Educational Philosophies in the Classroom, pg.1).
Essentialism
• Essentialists believe that there is a universal pool of knowledge

needed by all students.
• The fundamentals of teaching are the basis of the curriculum:
math, science, history, foreign language, and English.
Vocational classes are not seen as a necessary part of
educational training.
• Classrooms are formal, teacher-centered, and students are
passive learners.
• Evaluations are predominately through testing, and there are
few, if any, projects or portfolios.
Watch the following video for a little more about this philosophy:

Progressivism
• This is a student-centered form of instruction where students

follow the scientific method of questioning and searching for
the answer.
• Evaluations include projects and portfolios.
• Current events are used to keep students interested in the
required subject matter.
• Students are active learners as opposed to passive learners.
• The teacher is a facilitator rather than the center of the
educational process.
• Student input is encouraged, and students are asked to find
their interpretation of the answer, have a choice in projects
and assignments. (Educational Philosophies in the classroom,
pg.1).
• Real-world problem solving emphasized.
• Subjects are integrated.
• Interaction among students.
• Students have a voice in the classroom.
Social Reconstructivism
• This student-centered philosophy strives to instill a desire to

make the world a better place.

• It places a focus on controversial world issues and uses current
events as a springboard for the thinking process.
• These students are taught the importance of working together
to bring about change.
• These teachers incorporate what is happening in the world
with what they are learning in the classroom (Educational
Philosophies in the Classroom, pg.1).
What do you think?

is licensed under CCO.


Additional Beliefs in Regards to Teaching/
Learning
Constructivism
Active participation is the key to this teaching style. Students are

free to explore their own ideas and share concepts with one another
in nontraditional ways. “Hands-on activity […] is the most effective
way of learning and is considered true learning” (Educational
Philosophies in the Classroom, pg.1).
What is Constructivism?
The root word of Constructivism is “construct.” Basically,

Constructivism is the theory that knowledge must be constructed
by a person, not just transmitted to the person. People construct
knowledge by taking new information and integrating it with their
own pre-existing knowledge (Cooper, 2007; Woolfolk, 2007). It
means they are actively involved in seeking out information,
creating projects, and working with material being presented versus
just sitting and listening to someone “talk at them”.
Jean Piaget’s Theory of Constructivism
Jean Piaget was one of the major constructivists in past history.

His theory looks at how people construct knowledge cognitively. In
Piaget’s theory, everybody has schemata. These are the categories
of information we create to organize the information we take in. For
example, “food” is one schema we may have. We have a variety of
information on food. It can be organized into different food groups

such as the following: bread/pasta, fruits, vegetables, meats, dairy,
and sweets (Kail & Cavanaugh, 2007). We use these schemas to help
us “make sense” of what we see, hear and experience, and integrate
this information into our knowledge bank.
According to Piaget’s theory, one way people construct

knowledge is through assimilation. People assimilate when they
incorporate new knowledge and information into pre-existing
schemes. Here is an example: A child sees a car and learns that it can
be called a vehicle. Then the child sees a motorcycle and learns that
it can be called a vehicle as well. Then the child sees a truck and calls
it a vehicle. Basically, the child developed a schema for “vehicles”
and incorporated trucks into that schema (Kail & Cavanaugh, 2007).
Another way people construct knowledge, according to Piaget’s
theory, is through accommodation. People accommodate when they
modify or change their pre-existing schemes. Here is an example.:
A child sees a dog (a furry four-legged animal) and learns that it
can be called a pet. Then the child sees a cat (a furry four-legged
animal) and learns that it can be called a pet as well. Then the
child sees a raccoon (also a furry four-legged animal) and calls
it a pet. Afterward, the child learns from his or her parents that
a raccoon is not a pet. At first, the child develops a schema for
“pet” which includes all furry four-legged animals. Then the child
learns that not all furry four-legged animals are pets. Because of
this, the child needs to accommodate his or her schema for “pet.”
According to Piaget, people learn through a balance of assimilation
and accommodation (Kail & Cavanaugh, 2007).
Lev Vygotsky’s Theory of Constructivism
Lev Vygotsky was another major constructivist in past history. While

Jean Piaget’s theory is a cognitive perspective, Vygotsky’s theory is a
sociocultural perspective. His theory looks at how people construct
knowledge by collaborating with others. In Vygotsky’s theory,

people learn and construct knowledge within the Zone of Proximal
Development. People have an independent level of performance
where they can do things independently. Likewise, people have a
frustration level where tasks are too difficult to be able to perform
on their own. In between, there is an instructional level where
they can do things above the independent level with the help and
guidance of others. The range, or zone, between the independent
and frustration levels is the Zone of Proximal Development (Cooper,
2007; Kail & Cavanaugh, 2007; Woolfolk, 2007).
“What a child can do today with assistance, she will be

able to do by herself tomorrow.”
-Lev S. Vygotsky
In the Zone of Proximal Development, assistance needs to be given

by another person. This assistance, help, or guidance is known as
scaffolding. Because the zone has a range, assistance needs to be
given, but not too much. If not enough assistance is given, a person
may not be able to learn the task. On the other hand, if too much
assistance is given, the person may not be able to fully construct the
newly acquired information into knowledge. For example, a child
needs help doing math homework. With no help, the child may not
be able to do it. With too much help, the homework is done for the
child, so the child may not fully understand the math homework
anyway (Cooper, 2007; Kail & Cavanaugh, 2007; Woolfolk, 2007).
Constructivism in the Classroom
In the classroom, the teacher can use Constructivism to help teach

the students. The teacher can base the instruction on the cognitive
strategies, experiences, and culture of the students. The teacher

can make the instruction interesting by correlating it with real-
life applications, especially applications within the students’ own
communities. Students can work and collaborate together during
particular activities. The teacher can provide feedback for the
students so they know what they can do independently and know
what they need help with. New concepts can be related to the
students’ prior knowledge. The teacher can also explain how new
concepts can be used in different contexts and subjects. All these
ideas are based on Constructivism (Sherman & Kurshan, 2005).
Research shows that constructivist teaching can be effective.
According to research conducted by Jong Suk Kim at Chungnum
National University in Korea, constructivist teaching is more
effective than traditional teaching when looking at the students’
academic achievement. The research also shows that students have
some preference for constructivist teaching (Kim, 2005). Again,
when the theory of Constructivism is actually applied in the
classroom, it can be effective for teaching students.
It is not the sole responsibility of the teachers to educate the
students. According to Constructivism, students have some
responsibilities when learning. A student may be quick to blame the
teacher for not understanding the material, but it could be the case
that the student is not doing everything he or she could be doing.
Because knowledge is constructed, not transmitted, students need
to make an effort to assimilate, accommodate, and make sense of
information. They also need to make an effort to collaborate with
others, especially if they are having a hard time understanding the
information.
Four Philosophies in Assessment
In addition, the ‘constructivist’ school of philosophy, rooted in the

Pragmatic pedagogy and branched off from the ‘Social
Reconstructivist’ school, has gained much popularity. Around the
turn of the century (the early 1990s), many teachers felt the rote

memorization and mindless routine that was common was
ineffective and began to look for alternate ways to reach their
students (Ornstein, 2003, p. 111). Through the constructivist
approach, “students “construct” knowledge through an interaction
between what they already think and know and with new ideas
and experiences” (Roberson, 2000, p. 8). This is an active learning
process that leads to a deeper understanding of the concepts
presented in class and is based on the abilities and readiness of the
children rather than set curriculum guidelines (Ornstein, 2003, p.
112). Constructivism “emphasizes socially interactive and process-
oriented ‘hands-on’ learning in which students work collaboratively
to expand and revise their knowledge base” (Ornstein, 2003, p. 112).
Essentially, the knowledge that is shaped by experience is
reconstructed or altered, to assist the student in understanding
new concepts (Ornstein, 2003, p. 112). You, as the teacher, help the
students build the scaffolding they need to maintain the information
even after the test is taken and graded.
Creating Your Philosophy
Educators continue to build upon their philosophy over their

careers. They often choose elements from various philosophies and
integrate them into their own. When identifying a philosophy, here
are things to consider:
• What is the purpose of education?

• What do you believe should be taught?
• How do you think the curriculum should be taught?
• What is your role as the teacher?
• What is the role of the student?
• What is the value of teacher-centered instruction and student-
centered instruction; where and when do you incorporate
each?

Thoughts
What philosophy are you leaning towards? Take the following quiz
to find out!
Make a copy and take the quiz on your own:
https://docs.google.com/document/d/
1riF81PX9IDZLlQ4K0rBpkZMPlIA5cQ-twb-Soz6ygnA/copy
Dig Deeper

the chapter.
• What is your Educational Philosophy?

https://www.edutopia.org/blog/what-your-educational-
philosophy-ben-johnson
• Four Philosophies and Their Applications to Education
https://docs.google.com/document/d/149dx9pNRqIYp-
EAYVHgXkxUV_u2cnmbGmvMgS863P4o/edit

Assessment” by Dionne Nichols licensed under CC BY-SA 4.0

6. Excellence or
Equity...Which is More
Important?
In the United States, the start

of the twentieth century
marked a movement towards
the inclusion of more people
than ever into the educational
system. In 1900, close to six
percent of teenagers graduated
from high school. States This image is licensed under CCO.
attempted to increase that
number by making that goal more accessible through the
construction of more high schools in both urban and rural localities
(Wolfe, 2001). Laws were passed that made school mandatory for
children until elementary school; later, it became obligatory until
they became sixteen years old. However, a good and equal education
was not yet widely available to all Americans. Marginalized groups
hovered at the fringes of the educational system. African-Americans
received unequal and inferior educations as compared to that of
whites, as did other minorities and students with limited English
proficiency (LEP). Women were discriminated against and the
handicapped in being fully included in the educational system.
Major developments in the twentieth-century education system
include various rulings and acts that promoted a fair and equal
education for Americans that had been neglected and marginalized.
In this chapter, we will explore some of the obstacles facing equity
in education.
64 | Excellence or Equity...Which is
More Important?
• Identify the historical struggles for equity and

excellence in education
• Describe the impact of tracking students in
education
• Provide a brief overview of the struggles for equal
educational opportunities for identified groups of
students
• Tracking
• Equity
• Equality
Equity and Equality
Educational equity also referred to as “Equity in education,” is a

measure of achievement, fairness, and opportunity in education.
The study of education equity is often linked with the study of
excellence and equity.
Educational equity depends on two main factors. The first is
fairness, which implies that factors specific to one’s conditions
Excellence or Equity...Which is More Important? | 65

should not interfere with the potential of academic success. The
second important factor is inclusion, which refers to a
comprehensive standard that applies to everyone in a certain
education system. These two factors are closely related and depend
on each other for an educational system’s success.
The growing importance of education equity is based on the
premise that an individual’s level of education directly correlates
to the future quality of life. Therefore, an academic system that
practices educational equity is a strong foundation of a society that
is fair and thriving. However, inequity in education is challenging to
avoid and can be broken down into inequity due to socioeconomic
standing, race, gender, or disability. Educational equity is also based
on the historical context of the location, people, and structure.
History shapes the outcome of individuals within the education
system.
Often, the terms “equity” and “equality” are interchanged when
referring to educational equity. Although similar, there can be
important distinctions between the two.
Equity
Equity recognizes that some are at a larger disadvantage than others

and aims at compensating for these people’s misfortunes and
disabilities to ensure that everyone can attain the same type of
healthy lifestyle.] Examples of this are when libraries offer literacy
programs when schools offer courses in English as a second
language, and when foundations target scholarships to students
from poor families, they operationalize a belief in the equity of
access as fairness and as justice. Equity recognizes this uneven
playing field and aims to take extra measures by giving those who
are in need more than others who are not. Equity aims at making
sure that everyone’s lifestyle is equal even if it may come at the cost
66 | Excellence or Equity...Which is More Important?

of unequal distribution of access and goods. Social justice leaders in
education strive to ensure equitable outcomes for their students.
Equality
The American Library Association defines equality as: “access to

channels of communication and sources of information that is made
available on even terms to all–a level playing field–is derived from
the concept of fairness as uniform distribution, where everyone
is entitled to the same level of access and can avail themselves if
they so choose.” (ALA). In this definition of equality, no one person
has an unfair advantage. Everyone is given equal opportunities and
accessibility and is then free to do what they please with it.
However, this is not to say that everyone is then inherently equal.
Some people may choose to seize these open and equal
opportunities while others let them pass by.
Tracking and Equity
Tracking systems, are selective measures to locate students in

different educational levels. They are created to increase the
efficiency of education. It allows making more or less homogeneous
groups of students perceive education that suits their educational
skills. However, tracking can affect educational equity if the
selection process is biased and children with a certain background
are structurally located to lower tracks. The effects of tracking are
that students are both viewed and treated differently depending on
which track they take. It can generate unequal achievement levels
between individual students and it can restrict access to higher
tracks and higher education. The quality of teaching and curricula
vary between tracks and as a result, those of the lower track is

disadvantaged with inferior resources, teachers, etc. In many cases,
tracking stunts students who may develop the ability to excel past
their original placement.
Tracking systems
The type of tracking has an impact on the level of educational

equity, which is especially determined by the degree to which the
system is differentiated. Less differentiated systems, such as
standardized comprehensive schools, reach higher levels of equity
in comparison to more differentiated, or tracked systems.
Within the tracked systems, the kind of differentiation matters
as well for educational equity. Differentiation of schools could be
organized externally or internally. External differentiation means
that tracks are separated in different schools. Certain schools follow
a certain track, which prepares students for academic or
professional education, or career or vocational education. This form
is less beneficial for educational equity than internal differentiation
or course-by-course tracking. Internal tracking means that, within
a single school, courses are instructed at different levels, which is a
less rigid kind of tracking that allows for more mobility.
The organization of the tracking systems themselves is also
important for its effect on educational equity. For both
differentiation systems, a higher number of tracks and a smaller
number of students per track is granting more educational equity.
In addition, the effects of tracking are less rigid and have a smaller
impact on equity if the students are located in tracks when they are
older. The earlier the students undergo educational selection, the
less mobile they are to develop their abilities, and the less they can
benefit from peer effects.

Income and Equity
Income has always played an important role in shaping academic

success. Those who come from a family of a higher socioeconomic
status (SES) are privileged with more opportunities than those of
lower SES. Those who come from a higher SES can afford things like
better tutors, rigorous SAT/ACT prep classes, impressive summer
programs, and so on. Parents generally feel more comfortable
intervening on behalf of their children to acquire better grades or
more qualified teachers. Parents of a higher SES are more willing
to donate large sums of money to a certain institution to better
improve their child’s chances of acceptance, along with other
extravagant measures. This creates an unfair advantage and a
distinct class barrier.
Costs of education
The extraordinarily high cost of the many prestigious high schools

and universities in the United States makes an attempt at a “level
playing field” for all students not so level. High-achieving low-
income students do not have the means to attend selective schools
that better prepare a student for later success. Because of this,
low-income students do not even attempt to apply to the top-
tier schools for which they are more than qualified. In addition,
neighborhoods generally segregated by class leave lower-income
students in lower-quality schools. For higher-quality schooling,
students in low-income areas would have to take public transport
which they can’t pay for. Fewer than 30 percent of students in the
bottom quarter of incomes even enroll in a four-year school and
among that group, fewer than half graduate.

Race and Equity
From a scientific point of view, the human species is a single species.

Nevertheless, the term racial group is enshrined in legislation, and
phrases such as race equality and race relations are in widespread
official use. Racial equity in education means the assignment of
students to public schools and within schools without regard to
their race. This includes providing students with a full opportunity
for participation in all educational programs regardless of their race.
The educational system and its response to racial concerns in
education vary from country to country. Below are some examples
of countries that have to deal with racial discrimination in
education.
• US Department of Education: The Commission on Equity and

Excellence in Education issued a seminal report in 2013, a
blueprint for making the dream of equity, and a world-class
education, for each and every American child a reality.
The struggle for equality of access to formal education and equality

of excellent educational outcomes is part of the history of education
in this country and is tied up with the economic, political, social
history of the peoples who are part of it. From the beginning of this
nation, there were many barriers to the schooling and education of
girls and racial, national origin, and language groups not from the
dominant culture. Approaches and resources for achieving equality
and equity in the public schooling of girls and ethnic, racial, and
language minority groups are still evolving.
• Asia-Pacific Region: Globalization of the economy, increasingly

diverse and interconnected populations, and rapid
technological change are posing new and demanding
challenges to individuals and societies alike. School systems
are rethinking the knowledge and skills students need for
success, and the educational strategies and systems required

for all children to achieve them. Within the Asia-Pacific region,
for example, Korea, Shanghai-China, and Japan are examples of
Asian education systems that have climbed the ladder to the
top in both quality and equity indicators.
• South Africa: A major task of South Africa’s new government in
1994 was to promote racial equity in the state education
system. During the apartheid era, which began when the
National Party won control of Parliament in 1948 and ended
with a negotiated settlement more than four decades later, the
provision of education was racially unequal by design.
Resources were lavished on schools serving white students
while schools serving the black majority were systematically
deprived of qualified teachers, physical resources, and
teaching aids such as textbooks and stationery. The rationale
for such inequity was a matter of public record.
Gender and Equity
Gender equity in practicality refers to both male and female

concerns, yet most of the gender bias is against women in the
developing world. Gender discrimination in education has been a
very evident and underlying problem in many countries, especially
in developing countries where cultural and societal stigma
continues to hinder growth and prosperity for women. Global
Campaign for Education (GCE) followed a survey called “Gender
Discrimination in Violation of Rights of Women and Girls” which
states that one-tenth of girls in primary school is ‘unhappy’ and this
number increases to one-fifth by the time they reach secondary
schools. Some of the reasons that girls provided include
harassment, restorations to freedom, and an inherent lack of
opportunities, compared to boys. United Nations Educational,
Scientific and Cultural Organization (UNESCO) understands
Education as a fundamental human right and essential for the

exercise of all other human rights. It promotes individual freedom
and empowerment and yields important development benefits.
Gender-based inequity in education is not just a phenomenon in
developing countries. An article in The New York Times highlighted
how education systems, especially the public school system, tend
to cause segregation between genders. Boys and girls are often
taught with different approaches, which programs children to think
they are different and deserve different treatment. However, studies
show that boys and girls learn differently, and therefore should be
taught differently. Boys learn better when they keep moving, while
girls learn better sitting in one place with silence. Therefore—in
this reasoning—segregating the genders promotes gender equity in
education, as both boys and girls have optimized learning.
Impact of gender discrimination on the economy
Education is universally acknowledged as an essential human right

because it highly impacts the socio-economic and cultural aspects
of a country. Equity in education increases the workforce of the
nation, therefore increasing national income, and economic
productivity. It reduces fertility and infant mortality, improves child
health, increases life expectancy, and increases living standards.
These are factors that allow economic stability and growth in the
future. Above all, female education can increase output levels and
allow countries to attain sustainable development. Equity in the
education of women also reduces the possibilities of trafficking and
exploitation of women. UNESCO also refers to gender equity as a
major factor that allows for sustainable development.

Challenges in Educational Equity
The long-term social and economic consequences of having little

education are more tangible now than ever before. Those without
the skills to participate socially and economically in society
generate higher costs of healthcare, income support, child welfare,
and social security.
While both basic education and higher education have both been
improved and expanded in the past 50 years, this has not translated
to a more equal society in terms of academics. While the feminist
movement has made great strides for women, other groups have
not been as fortunate. Generally, social mobility has not increased,
while economic inequality has. So, while more students are getting
a basic education and even attending universities, a dramatic divide
is present and many people are still being left behind.
For more information, explore the following sections:
• Brown v. Board of Education – United States Supreme Court

case that determined segregating public schools
unconstitutional
• Education for justice
• Gender inequality in curricula
• Right to education
• Sex differences in education
• Pedagogy
Thoughts
What did you learn from your reading that sheds new light on this
topic?

Dig Deeper

the chapter.
“Equality and Equity of Access: What’s the Difference?”. Ala.org.
May 29, 2007. Retrieved November 19, 2014.
“Teaching boys and girls separately”. The New York Times.
Retrieved November 19, 2014.
Modified from “Educational Equity” on WikiBooks.

Foundations_of_Education_and_Instructional_Assessment/
History_of_Education/20th_Century

PART II
TEACHERS AND THE
PROFESSION
Teachers and the Profession | 75

7. What are the Ethical and
Legal Issues in Schools?
MYRA HAULMARK AND JENNIFER BEASLEY
Let’s examine some of the rights guaranteed to all Americans and

how those rights change once they enter school. We will also
answer some of the most common questions held by students. What
is free speech? Is it protected in school? How safe am I in my
possessions? Do I have any expectation of privacy when it comes
to my things? A good understanding of students’ rights benefits
everyone: the students who exercise them, the teachers who
challenge them, and the democratic society which lives by them.
Lawsuits have become increasingly common in our society and
many Americans act and speak out of the fear of being taken to
court. In any environment, one must be conscious of how their
words and actions will affect others.
A thoughtless statement or inappropriate physical contact might
land you in court. This is especially true in schools, where daily
contact, high emotions and stressful circumstances can all come
together at the wrong moment. As such, it is good to understand
the rights of students trying to express themselves and the rights
of teachers trying to keep a safe, orderly learning environment. Few
people know their constitutional rights, and even fewer teachers
& students know how their constitutional rights change once they
enter the ‘semi-public/semi-private” classroom.
• A cheerleader is suspended for using inappropriate language

on social media after school.
• Male Texas student suspended for violating dress code by
wearing nail polish.
• Student suspended for having a BB gun in his bedroom during
virtual class.
What are the Ethical and Legal Issues

in Schools? | 77
• Broward teacher banned over alleged sexual comments.
• Teacher fired after being accused of forcing student to dig
waste out of toilet.
All of the above cases are real and recent headlines. The cases
represent a variety of the legal and ethical areas of the teaching
profession that exist today. Since the majority of teacher
preparation candidates do not have legal backgrounds, this chapter
exists to provide an overview of some of the pitfalls that can plague
not only the new teacher but those that have been in the profession
for years. The legal landscape of the teaching profession seems
to be ever evolving with increasingly complex ethical and moral
challenges. While this chapter will in no way be all inclusive, it will
provide you some basics and food for thought.
• Distinguish the difference between laws and ethics and explain

how both are necessary for teachers
• Identify several ways that ethics are involved with teachers day
to day activities
• Describe the hierarchy of school systems
• Identify several key areas of the law related to student and
teachers
• Ethics
• Individuals with Disabilities Education Act (or IDEA)
• Least Restrictive Environment
• In loco parentis
• Due process
78 | What are the Ethical and Legal Issues in Schools?

Educator Ethics
https://vimeo.com/126979216
Key moments: Regulatory Read more at:
Framework 10:53 | An Ethical https://www.ets
Framework 12:12 | Trajectory Decision .org/s/
Making 12:45 proethica/pdf/
This section of the chapter will real-clear-
discuss professional ethics and the articles.pdf
teaching profession with the
takeaway being that you will be able
to discern the difference between
your legal responsibilities and ethical ones and the impact that your
ability to make sound decisions will keep you from potentially
hurting a student and your teaching career. Knowing your ethical
responsibilities and how to practice ethical decision making can
mitigate the teacher’s risk. Having some training in ethical decision
making can serve as a foundation to build your philosophy of
education.
So why discuss ethics? Within teaching there is a unique set of
ethical relationships and legal obligations that are embedded in the
work of a teacher. Teachers have this awesome responsibility to
build moral character and be an example of that too. In the article
section “What Professional Ethics Mean” Dr. Troy Hutchings (2016)
states:
“The misperceptions blurring the lines between

personal and professional ethics become even more
difficult to address when we think about the ethics of
education. I personally believe the reasons why these
misperceptions exist go back to the roots of public
What are the Ethical and Legal Issues in Schools? | 79

education in this country. We’ve long thought of
teaching as being an extension of parenting — a moral
good that has seemingly obvious guidelines for what
should be done in any situation. As a result, teachers,
like parents, are expected — and expect themselves — to
follow their own personal morality and life experience
as they make decisions. We’re often expected to innately
know the best way to address any problem that involves
the children we serve.“
From preschool to high school teachers have an enormous impact

on students. At the heart of the matter, the teacher’s relationship to
a student is a special kind of power as students can be considered
impressionable and malleable. Because of this power there can be
the potential abuse of power. We all have seen headlines of this
“abuse” of power and generally once we see these headlines, they
are not only violations of ethical standards that are occurring, but
now illegal behaviors.
Questions for you to think about are:
Does the lack of ethical decision making happen all at once?
Where does it go wrong?
What types of ethical decisions do teachers make that may fly
under the radar?

What are ethics?
Ethics refers to well-founded

“Ethics is knowing the standards of right and wrong
difference between what that prescribe what humans
you have a right to do and ought to do, usually in terms of
what is right to do.” rights, obligations, benefits to
Supreme Court Justice society, fairness, or specific
Potter Stuart virtues. Ethics, for example,
refers to those standards that
impose the reasonable obligations to refrain from rape, stealing,
murder, assault, slander, and fraud. Ethics can also be defined as a
system or code of morality embraced by a person or group.
Ethical standards also include those that enjoin virtues of honesty,
compassion, and loyalty; as well as including standards relating to
rights, such as the right to life, the right to freedom from injury, and
the right to privacy.
But ethics applies as much to the behavior of the atheist as to
that of the devout religious person. Religion can set high ethical
standards and can provide intense motivations for ethical behavior.
Ethics, however, cannot be confined to religion nor is it the same as
religion.
How are ethics different from laws?
Laws are related but more formal, they are written and they must
be followed. Ethical norms tend to be broader and more informal
than laws. Although most societies use laws to enforce widely
accepted moral standards and ethical and legal rules use similar
concepts, ethics and law are not the same. An action may be legal
but unethical or illegal but ethical.
Howe (1986) specifically mentions that ethical judgement consists
of six characteristics: appreciation for moral deliberation, empathy,
knowledge, reasoning, courage and interpersonal skills. So you may
be thinking that’s great – I have those characteristics most of the
time so I should be fine! What is the problem with this line of

thinking? The problem becomes the reliance solely on a teacher’s
personal code of ethics that may rely on many varying moral
standards.
“That’s why we, as a profession, need to shift away from the idea
that our personal sense of ethics — driven in large part by our
upbringing and our life experiences — is enough to help us navigate
all the situations we face in the classroom. Even the expectations
and norms that evolve in each school vary so much that they alone
can’t serve as the sole guide to our decisions. And along with the
need for collective understanding of the challenges we face as
professionals, we need to acknowledge the inherent risks — ethical,
practical and often legal — teachers face on a daily basis…”
Ryan, Cooper, Bollick (2016) put it like this: “some people’s codes
of ethics are like a beacon and some are a dim light in a dark
room” therefore clarifying the need to have written codes of ethics
for teachers. However, where some professions such as attorneys
and medical doctors have this universal code, there is not yet a
standard code of ethics accepted for all teachers. Some short strides
have been made with NEA (National Education Association) and
NASDTEC (National Association of State Directors of Teacher
Education and Certification) but most states rely on their own
individual codes or teachers adhere to district policy on behavior,
often in the form of codes of conduct where there are disciplinary
actions if there is a violation of those codes of conduct.
Take some to review the below Codes of Ethics from state and
national organizations? Which are more detailed and provide the
clearest standards?
Arkansas Code of Ethics

NEA (National Education Association)
NASDTEC (National Association of State Directors of Teacher
Education and Certification)

Cartoon owl sitting on a
book is licensed under
CC0.
What do you think? Many teachers make

decisions in isolation out of fear they will spark
the perception they are being unethical.
https://vimeo.com/457957892
In the above video, Dr. Troy Hutchins speaks with teachers about
the need for a code of ethics or a common decision making
framework for ethics. Describe what might go through a new
teacher’s mind as they are encountering an ethical decision they
may need to make – What can be done to help teachers make ethical
decisions and ask for assistance if needed? What can a teacher do
to mitigate any negative perceptions if they talk to someone about
an ethical dilemma? What can the school do to support teachers?
Ethics Case Studies:
https://youtu.be/fGQbLSEPN5w
Social Media Dilemma
https://youtu.be/5OMjeXdaoHk
Out for a Drink
https://youtu.be/B0UEFSmxkbg
Ride Dilemma
https://youtu.be/cmiaLxCUDkw
Parent Teacher Relationship

https://youtu.be/it4a24xvHuU
Coach Dilemma
Schools and the Law
The Hierarchy of the System
Who oversees school systems? The public school governing system

is actually a hierarchy (March, 1978). There are several tiers to this
hierarchy beginning with the federal level and ending with the
individual teachers. It is a pyramid of administrators doing
everything they can to educate today’s students.
Federal and State
While some may believe that administration of schools starts with

the federal government, the truth is that on the federal level there is
very little involvement in education, even in funding (Federal Role,
n.d.). The federal government sets some guidelines for education,
such as the “Every Student Succeeds Act”, but not specific ones such
as curriculum taught. In actuality, the states have most of the power
over their own schools and what they teach (Education Commission
of the States [ECS], 1999). The states set what the students will learn
and what standards they have to meet. This means that if a child is
meeting their grade level standard in Tennessee they may or may
not be meeting the Virginia standards for that grade level. States try
to decide what knowledge is imperative for students to learn before
they move on to the next grade or even college (ECS, 1999).
The “Common Core Standards” are an attempt to “level the
playing field.” The process began in 2009 with a group of state
governors and school officials. The idea was to create real-life,
relevant learning goals that could be adopted by states, and lead

to our students learning the same things at the same time. With
this idea, that same student in Tennessee would be working on the
same standards as the student in Virginia. The CCS, however, were
not mandated by the federal government, nor created by the federal
government and this is important to know. It was a state initiative
and states had the right to adopt the standards or not. Not all
states have adopted the CCS, and some adopted the standards and
then repealed them. More information on the Common Core
Standards can be found at Common Core State Standards Initiative.
Michigan adopted the standards in 2010. Michigan has used the
CCS to create our learning standards. Michigan’s curriculum
standards can be found on the Michigan Academic Standards Page.
States also choose the standards that the teachers must meet
(ECS, 1999). The state wants the teacher to be able to educate
the students to achieve the set standards. There are things that
every state requires, but each of them has their own variation.
Every state requires the teacher to have a college degree and some
form of standardized testing to be able to teach in their public
school system. There are national tests available, but each state
requires different ones. Teachers moving to a different state may be
required to complete a new test or even a new course before gaining
certification in that state.
States have the largest financial role in the schools. Very little
funding comes from the federal government. Most of the federal
funding is applied for by the individual school in the form of a grant
for a special purpose (Federal Role, n.d.). The states provide teacher
salaries and the money required to run each individual school.
Schools may also have a Parent/Teacher Association which can
help to raise additional funds for individual schools. (ECS, 1999).
Hierarchy Tiers on a District Level
School Board
Superintendent
Principal
Teacher

District
Each state is broken up into districts (ECS, 1999). Most

administration deals on a small level, either within the district, or
in the individual school (March, 1978). The districts each have their
own school board made of elected members (Office of the
Education Ombudsman, n.d.). Those boards decide how their
schools will achieve the standards set by the state. They will also
decide anything else they believe the schools should be doing to
service their district’s children. Some of these things include
overseeing the curriculum and helping to promote better teaching
techniques (Education Administrators, n.d.). The board has to have
all schools achieving at a level set by the state, so they use their
resources to push the schools to achieve the standards they have
set (ECS, 1999).
Superintendent
A superintendent is chosen to oversee the schools in the district

(ECS, 1999). While the school board is elected by the community,
the superintendent is hired by the school board. Anyone who meets
the qualifications may apply. The school board conducts interviews
and makes the decision on which individual to hire. Sometimes
individuals from within the district are hired, and other times the
individual hired comes from outside of the district. They are in
charge of making sure the schools are doing what is required by the
school board. They make routine visits to schools to check on how
they are doing. They work with the principals and teachers to see
that children are getting the most out of each school day.

Principal and Assistant Principal
The district hires principals to oversee each individual school. These

principals are there to see that the teachers are doing their job and
the children are getting the education they deserve (Office of the
Education Ombudsman, n.d.). They are responsible for scheduling,
planning the daily activities, and managing the overall activities of
the school (Office of the Education Ombudsman, n.d.). Principals
make routine visits to classrooms to make sure they are running
smoothly and that teachers are making the most of their
instructional time. Another difficult duty of the principal is the
budget for the school. The principal must decide how to best spend
the school’s money (Education Administrators, n.d.).
The schools also have assistant principals. These administrators
help the principal in the daily activities of the school. They also
handle most of the discipline problems leaving the principal
available to focus on other duties (Education Administrators, n.d.).
Teacher
Each school district is responsible for the hire of their teachers. In

some districts there is a hiring committee formed to interview and
recommend teachers to hire. In other districts the school board
interviews and there are some districts where the individual school
will conduct interviews and make a recommendation to the board.
The teacher is the one with the most direct affect on students.
They ultimately decide what happens in the classrooms (ECS, 1999).
When the door closes every morning it is up to the teacher to make
an effective use of time and get children to those standards set by
the state. If children in their classrooms are not performing well, the
teacher is held responsible. It’s vital that we hire individuals with

the “right stuff” to make learning fun and a successful experience
for children.
Teachers and the Law: Rights and Responsibilities
Read Bonus Module: Legal Issues in Teaching
https://kstatelibraries.pressbooks.pub/EDCI702/chapter/
bonus-module-legal-issues-in-teaching/
Once you have completed all of the necessary requirements of
your educator preparation program to earn a teaching license in
your state, there will be ongoing work for you to not only maintain
it but protect it as well. Each state has specific laws in place to
protect both the student and teacher, in addition each state may
also have certain sets of laws that prohibit someone from becoming
licensed as well. Immoral conduct and willful neglect of duty are
some of the most common reasons that teachers are fired today.
The above paragraphs overview the role ethics impact a teacher’s
daily decision making and the following paragraphs will overview
some of the laws and results of court cases that may impact your
work as a teacher. (Teachers’ Rights in the Classroom )
Freedom of Expression
A court case in which a teacher criticized the school board’s

financial policies and was fired. He took the case to the Supreme
Court and won. Teachers are guaranteed the right to express their
opinions and beliefs under the First Amendment, as long as they do
not disrupt the business of the school and the learning environment.
Pickering v. Board of Education of Township High School (1968)
• Teacher wrote a letter-to-the-editor about school board tax/

revenue spending and was then fired by the school board.
• Teacher sued the school board in violation of 1st Amendment
rights.
• SCOTUS 9-0: The school board, as a government agency,

violated both the 1st and 14th amendments of the teacher.
SCOTUS ruled that teachers, though employed by the school
district/government, were still private citizens and their free
speech, as long as not slanderous or false, was protected from
firing by the school board/government.
Pickering Balance Test for Freedom of Expression for Teachers:
• Need for harmony in the workplace.

• Close working relationship – does the speech violate it.
• The time, place, and manner of the speech.
• The context of the dispute.
• The degree of public interest in the speech.
• Does the speech impede or impair the teacher’s ability to
perform their duties.
Mt. Healthy City Board of Education v. Doyle (1977)
• A teacher claimed he was not rehired due to his Free Speech

activities.
• The teacher in question had, during the same year, become
hostile with other teachers and school employees, swore at
students, and committed obscene gestures at work.
• SCOTUS 9-0: While the teacher did engage in free speech
activities, his firing was not a result of those free speech
activities, nor did his free speech activities factor into his
firing. His ‘behavior’ had been documented by the school prior
to his free speech activities.
Academic Freedom
Fowler v. Board of Education of Lincoln County (1987)
• Fowler was fired after showing an R-rated movie (Pink Floyd –

The Wall) to students as a reward on the last day of class, a
movie she had not personally seen and did not watch with the
student.
• Fowler said her termination was unlawful under Free Speech
and the tradition of academic freedom.
• Ruling by Federal court: Free speech only applies when it is
expressive or communicative. Because Fowler did not watch
the movie with the students to explain or answer questions
and/or the movie did not have an inherent educational value,
she could not claim free speech or academic freedom and her
termination was lawful.
Wilson v. Chancellor (1976)
• A government teacher had various political party speakers

come in and talk to their class; however, when a Communist
was invited the school board banned all political speakers
before the presentation date.
• Does banning ‘all political speakers’ violate the 1st and 14th
amendment?
• Federal District court ruled that the school district violated the
teachers freedom of expression as part of the teachers
established method of instruction of inviting guest speakers
germane to the topic of instruction. Banning ‘all political
speakers’ in this instance was unconstitutional.
Copyright Laws
• Protects the intellectual property of authors

• Must receive permission from author to reproduce materials
• Many items on the internet are also copyrighted
• Some authors give permission for copying to teachers for use
in their classroom

Fair Use Guidelines
• Policies which specify limited use of copyright materials for

educational purposes
• Can make one copy for planning purposes
• Can make copies for one time use in class
• Pages from consumable materials may not be copied
• Cannot create a collection of works
• Cannot charge students
Students and the Law

https://youtu.be/dj2dBLi7zvQ
Overview of Special Education Law
Special Educational Needs
Three People on the Margins
The First Person: In 1761 a six-year-old girl was captured from West
Africa, given the name Phillis Wheatley, and sold into slavery in the
City of Boston. By the time she was 17, Phillis had taught herself
to read and write and had developed a special love and talent for
poetry. Her owner was a wealthy businessman and sought to
improve his reputation by publishing an anthology of her poems.
Unfortunately he encountered stiff resistance from publishers
because few people at that time believed Africans to be capable of
the thought and imagination needed to write poetry. People who
heard of her poetry were skeptical and inclined to think that it was
faked. Eventually, to save his own reputation, the owner assembled
a tribunal of 18 prominent judges—including the governor of

Massachusetts and John Hancock, one of the signers of the
Declaration of Independence—to assess the young woman’s mental
capacity. After cross-examining her, the judges finally decided that
Ms. Wheatley was, after all, capable of writing poetry (Robinson,
1982).
The Second Person: A century later, a child named Helen Keller
lost her sight and hearing as a result of illness during infancy. In
spite of this misfortune, though, Helen devised a language of
gestural signs for communicating with a tutor, and was soon also
using Braille to study both French and Latin. At ten she wrote and
published a short story. Yet like Ms. Wheatley, Ms. Keller also faced
substantial, chronic skepticism about her capacities. Prominent
educators accused her of plagiarizing others’ writings and merely
“parroting” others’ ideas without understanding them (Keller, 1954;
Bogdan, 2006). Eventually, as with Wheatley, a panel was
assembled—though this time the members were professional
experts about disabilities—to determine whether Ms. Keller was in
fact capable of writing what she published. The panel decided that
was indeed capable, though only by a slim margin (five judges vs.
four judges).
The Third Person: In 1978, Sue Rubin was born with a disability
that limited her speech to disordered bursts of sound and
occasionally echoing phrases of other people. She was labeled
autistic because of her symptoms, and assumed to be profoundly
retarded. With support and encouragement from her mother and
others, however, Sue eventually learned to type on a keyboard
without assistance. She learned to communicate effectively when
she was about 13 and was able to go to school. Since then she has
made many presentations about autism at conferences and recently
co-edited a book about autism, titled Autism: The Myth of the
Person Alone (Bogdan, et al., 2005).
One of these individuals experienced racial discrimination and
the other two experienced physical disabilities, but notice
something important: that all three were defined by society as
disabled intellectually. Initially, their achievements were dismissed

because of widespread assumptions—whether about race or
disability—of their inherent incompetence. All three had to work
harder than usual, not only to acquire literacy itself, but also to
prove that their literacy was genuine and worthy of respect.
Since the time of Phillis Wheatley, North American society has
eliminated slavery and made some progress at reducing certain
forms of racism, though much remains to be done. In 1954, for
example, the United States Supreme Court ruled that public schools
could not be segregated by race, and in doing so recognized, at least
legally, the moral obligation of society to provide all citizens with
the best possible education. It has taken longer to recognize legally
the rights and competence of persons with disabilities, but events
and trends beginning in the 1970s have begun to make it happen.
This chapter begins by explaining some of these and how they have
altered the work of teachers.
Growing Support for People with Disabilities:

Legislation and Its Effects
Since the 1970s political and social attitudes have moved

increasingly toward including people with disabilities into a wide
variety of “regular” activities. In the United States, the shift is
illustrated clearly in the Federal legislation that was enacted during
this time. The legislation partly stimulated the change in attitudes,
but at the same time they partly resulted from the change. Three
major laws were passed that guaranteed the rights of persons with
disabilities, and of children and students with disabilities in
particular. Although the first two affected teachers’ work in the
classroom, the third has had the biggest impact on education.

Rehabilitation Act of 1973, Section 504
This law—the first of its kind—required that individuals with

disabilities be accommodated in any program or activity that
receives Federal funding (PL 93-112, 1973). Although this law was
not intended specifically for education, in practice it has protected
students’ rights in some extra-curricular activities (for older
students) and in some child care or after-school care programs
(for younger students). If those programs receive Federal funding
of any kind, the programs are not allowed to exclude children or
youth with disabilities, and they have to find reasonable ways to
accommodate the individuals’ disabilities.
The definition of a disability under Section 504 is much broader
than under another law providing special education services, “The
Individuals with Disabilities Education Act.” Therefore, many of our
students may receive special services under the umbrella of Section
504. These students will be in general education classrooms and
you will have to make the necessary accommodations for them.
Americans with Disabilities Act of 1990 (or ADA).
This legislation also prohibited discrimination on the basis of

disability, just as Section 504 of the Rehabilitation Act had done (PL
101-336, 1990). Although the ADA also applies to all people (not just
to students), its provisions are more specific and “stronger” than
those of Section 504. In particular, ADA extends to all employment
and jobs, not just those receiving Federal funding. It also specifically
requires accommodations to be made in public facilities such as
buses, restrooms, and telephones. ADA legislation is therefore
responsible for some of the “minor” renovations in schools that you
may have noticed, such as wheelchair-accessible doors, ramps, and
restrooms, and public telephones with volume controls.

Individuals with Disabilities Education Act (or IDEA)
As its name implied, this legislation was more focused on education

than either Section 504 or ADA. It was first passed in 1975 and
has been amended several times since, including most recently in
2004 (PL 108-446, 2004). In its current form, the law guarantees the
following rights related to education for anyone with a disability
from birth to age 21. In Michigan, services are provided for
individuals with disabilities until the age of 26.
• Free, appropriate education: An individual or an individual’s

family should not have to pay for education simply because the
individual has a disability, and the educational program should
be truly educational (i.e. not merely caretaking or “babysitting”
of the person).
• Due process: In case of disagreements between an individual
with a disability and the schools or other professionals, there
must be procedures for resolving the disagreements that are
fair and accessible to all parties—including the person himself
or herself or the person’s representative.
• Fair evaluation of performance in spite of disability: Tests or
other evaluations should not assume test-taking skills that a
person with a disability cannot reasonably be expected to
have, such as holding a pencil, hearing or seeing questions,
working quickly, or understanding and speaking orally.
Evaluation procedures should be modified to allow for these
differences. This provision of the law applies both to
evaluations made by teachers and to school-wide or “high-
stakes” testing programs.
• Education in the “least restrictive environment”: Education for
someone with a disability should provide as many educational
opportunities and options for the person as possible, both in
the short term and in the long term. In practice this
requirement has meant including students in general
education classrooms and school activities as much as

possible, though often not totally.
• An individualized educational program: Given that every
disability is unique, instructional planning for a person with a
disability should be unique or individualized as well. In practice
this provision has led to classroom teachers planning
individualized programs jointly with other professionals (like
reading specialists, psychologists, or medical personnel) as
part of a team. Parents are also a part of this team, and when
students are old enough, they can be a part of this process
also. These plans, often referred to as an “IEP”, are reviewed
annually and revised. In some cases, these can be reviewed
each semester, or as needed.
Considered together, these provisions are both a cause and an effect

of basic democratic philosophy. The legislation says, in effect, that
all individuals should have access to society in general and to
education in particular. Although teachers certainly support this
philosophy in broad terms, and many have welcomed the IDEA
legislation, others have found the prospect of applying it in
classrooms leads to a number of questions and concerns. Some
ask, for example, whether a student with a disability will disrupt
the class; others, whether the student will interfere with covering
the curriculum; still others, whether the student might be teased
by classmates. Since these are legitimate concerns, I will return to
them at the end of this chapter. First, however, let me clarify exactly
how the IDEA legislation affects the work of teachers, and then
describe in more detail the major disabilities that you are likely to
encounter in students.
Responsibilities of Teachers for Students with

Disabilities
The IDEA legislation has affected the work of teachers by creating

three new expectations. The first expectation is to provide
alternative methods of assessment for students with disabilities.
The second is to arrange a learning environment that is as normal
or as “least restrictive” as possible, and the third is to participate in
creating individual educational plans for students with disabilities.
Alternative Assessments
Assessments are used in education to determine the strengths of

our students, and areas that need further development, and then
use that information to plan educational experiences. In the
context of students with disabilities, assessment refers to gathering
information about a student in order both to identify the strengths
of the student, and to decide what special educational support, if
any, the student needs. In principle, of course, these are tasks that
teachers have for all students: assessment is a major reason why we
give tests and assignments, for example, and why we listen carefully
to the quality of students’ comments during class discussions. For
students with disabilities, however, such traditional or conventional
strategies of assessment often seriously underestimate the
students’ competence (Koretz & Barton, 2003/2004; Pullin, 2005).
Depending on the disability, a student may have trouble with
1. holding a pencil,
2. hearing a question clearly,
3. focusing on a picture,
4. marking an answer in time even when he or she knows the
answer,
5. concentrating on a task in the presence of other people, or
6. answering a question at the pace needed by the rest of the
class.
There are many more concerns a student may have, but the point
is that we will be dealing with a variety of needs among all of our

students, whether they qualify for special education services or not.
The challenge for teachers is meeting the wide variety of needs of
our students. ALL STUDENTS CAN LEARN! What they learn, how
they learn it, and the time it takes to learn it will vary among all of
our students. Keep an open mind always and be willing to make any
adaptations that will benefit students.
Traditionally, teachers have assumed that all students either have
these skills or can learn them with just modest amounts of coaching,
encouragement, and will power. For many other students, for
example, it may be enough to say something like “Remember to
listen to the question carefully!” For students with disabilities,
however, a comment like this may not work and may even be
insensitive. A student with visual impairment need not be reminded
to “look at the page closely” or “at what I am writing on the board”;
doing so will not cause the student to see the chalkboard more
clearly—though the reminder might increase the student’s anxiety
and self-consciousness.
We also hear teachers tell students to “try harder”, or to “do it
again and this time concentrate or pay attention to your work”
when they are not successful with a task, or when students ask
a question. Please don’t do this! When students ask a question,
are not successful with an assignment, or stop working, these are
all indicators that they are struggling and need support. Whether
they are general education students or students receiving special
services, they need to have questions answered and guidance given.
Simply telling them to “try again” or “try harder” is insulting and
disrespectful. Responding in this way will quickly lead to students
who may shut down and stop making attempts at their work. When
this happens, we have more problems.
There are a number of strategies for modifying assessments in
ways that attempt to be fair and that at the same time recognize
how busy teachers usually are. One is to consider supplementing
conventional assignments or tests with portfolios, which are
collections of a student’s work that demonstrate a student’s
development over time, and which usually include some sort of

reflective or evaluative comments from the student, the teacher,
or both (Carothers & Taylor, 2003; Wesson & King, 1996). Another
is to devise a system for observing the student regularly, even if
briefly, and informally recording notes about the observations for
later consideration and assessment. A third strategy is to recruit
help from teacher assistants, who are sometimes present to help
a student with a disability; an assistant can often conduct a brief
test or activity with the student, and later report on and discuss
the results with you. Keep in mind that an assessment does not
always mean a test. Projects and observation can also be powerful
and effective assessments.
If you reflect on these strategies, you may realize that they may
sometimes create issues about fairness. If a student with a disability
demonstrates competence one way but other students demonstrate
it another, should they be given similar credit? On the other hand,
is it fair for one student to get a lower mark because the student
lacks an ability—such as normal hearing—that teachers cannot, in
principle, ever teach? These ethical issues are legitimate and
important.
As educators, it is our responsibility to help ALL students learn.
We know that every person learns differently, so why would we try
to teach all students in the same way? It’s not possible. Therefore,
we have to help students understand that “equal” and “fair” are
two different ideas. In our classrooms, we cannot treat students
equally and have each of them be successful. . We have to adapt
to their learning needs. We will talk more about this later, but we
have to talk with our students from the very first day about the
practices of the classroom. They have to understand there will be
times when they will be doing things differently from their friends,
or vice versa, and it’s all in the name of learning; learning that meets
their individual needs.

Least Restrictive Environment
The IDEA legislation calls for placing students with disabilities in the
least restrictive environment (or LRE), defined as the combination
of settings that involve the student with regular classrooms and
school programs as much as possible. The precise combination is
determined by the circumstances of a particular school and of the
student. A kindergarten child with a mild cognitive disability, for
example, may spend the majority of time in the regular
kindergarten, working alongside and playing with non-disabled
classmates and relying on a teacher assistant for help where
needed. An individual with a similar disability in high school,
however, might be assigned primarily to classes specially intended
for their need, but nonetheless participate in some school wide
activities alongside non-disabled students. The difference in LREs
might reflect teachers’ perceptions of how difficult it is to modify
the curriculum in each case; rightly or wrongly, teachers are apt to
regard adaptation as more challenging at “higher” grade levels. By
the same token, a student with a disability that is strictly physical
might spend virtually all his or her time in regular classes
throughout the student’s school career. In this case, adjustment of
the curriculum would not be an issue.
For you, the policy favoring the least restrictive environment
means that if you continue teaching long enough, you will very
likely encounter a student with a disability in one or more of your
classes, or at least have one in a school-related activity for which
you are responsible. It also means that the special educational needs
of these students will most often be the “mildest.” Statistically, the
most frequent forms of special needs are learning disabilities, which
are impairments in specific aspects of learning, and especially of
reading. Learning disabilities account for about half of all special
educational needs—as much as all other types put together.
Somewhat less common are speech and language disorders,
cognitive disabilities, and attention deficit hyperactivity disorders
(abbreviated ADHD). Because of their frequency and of the

likelihood that you will meet students for whom these labels have
been considered, I describe them more fully later in this chapter,
along with other disability conditions that you will encounter much
less frequently.
Individual Educational Plan
The third way that IDEA legislation and current educational

approaches affect teachers is by requiring teachers and other
professional staff to develop an annual individual educational plan
(or IEP) for each student with a disability. The plan is created by a
team of individuals who know the student’s strengths and needs; at
a minimum it includes one or more classroom teachers, a “resource”
or special education teacher, and the student’s parents or guardians.
Sometimes, too, the team includes a school administrator (like a
vice-principal) or other professionals from outside the school (like
a psychologist or physician), depending on the nature of the child’s
disability. An IEP can take many forms, but it always describes a
student’s current social and academic strengths as well as the
student’s social or academic needs. It also specifies educational
goals or objectives for the coming year, lists special services to
be provided, and describes how progress toward the goals will be
assessed at the end of year. IEPs originally served mainly students
in the younger grades, but more recently they have been extended
and modified to serve transition planning for adolescents with
disabilities who are approaching the end of their public schooling
(West, et al., 1999). For these students, the goals of the plan often
include activities (like finding employment) to extend beyond
schooling as such.
If you have a student with an IEP, you can expect two
consequences for teaching. The first is that you should expect to
make definite, clear plans for the student, and to put the plans in
writing. This consequence does not, of course, prevent you from
taking advantage of unexpected or spontaneous classroom events

as well in order to enrich the curriculum. But it does mean that an
educational program for a student with a disability cannot consist
only of the unexpected or spontaneous. The second consequence is
that you should not expect to construct an educational plan alone,
as it is commonly done when planning regular classroom programs.
When it comes to students with disabilities, expect instead to plan
as part of a team. Working with others ensures that everyone who
is concerned about the student has a voice. It also makes it possible
to improve the quality of IEPs by pooling ideas from many
sources—even if, as you might suspect, it also can challenge
professionals to communicate clearly and cooperate respectfully
with team members in order to serve a student as well as possible.
A student in your class refuses to recite the Pledge of Allegiance.

Can you send that student to the principal’s office?
1. Yes
2. No
3. It depends!
Students Rights
https://www.youtube.com/watch?v=HFZgce7TZRI
Student Rights Explained
https://www.youtube.com/watch?v=ntEQfooBxTk&t=25s
Religion and Public Schools
The founding fathers deliberated for days on end when writing

the first draft of our nation’s Constitution and later the Bill of Rights.
They agonized over wording; argued over semantics. It is likely
they had no idea just how successful this “great experiment in
democracy” would turn out to be. Equally likely is this: they never
once considered how these rights would pertain to young students

in the classroom. The landmark case of Tinker v. Des Moines School
District clearly defined the benchmark for how rights may be
exercised and when they may be curtailed:
“It can hardly be argued that either students or teachers shed
their constitutional rights to freedom of speech or expression at the
schoolhouse gate.… On the other hand, the Court has repeatedly
emphasized the need for affirming the comprehensive authority
of the States and of school officials, consistent with fundamental
constitutional safeguards, to prescribe and control conduct in the
schools.
… Our problem lies in the area where students in the exercise of
[their] rights collide with the rules of the school authorities.”
Constitutional Topic: Student Rights
In other words, one doesn’t surrender his or her constitutional
rights by attending school. However the courts have recognized
that the unique nature of the school environment requires that
certain liberties be suppressed in the interest of maintaining a safe,
orderly learning environment. According to the doctrine of “in loco
parentis” school officials are more than government officials; they
are, in a legal sense, the temporary parents of their students. Just
what exactly that allows them to do and say is a matter of debate
and has led to numerous legal challenges, many involving the
Supreme Court.
The 1st Amendment
Freedom of Speech, Expression & Religion

Perhaps the most quoted court decision on the subject, Tinker
v. Des Moines was a battle over students’ 1st amendment rights,
specifically the right to free speech. High school students John
Tinker, 15, and Christopher Eckhardt, 16, decided to show their
opposition to the Vietnam War by wearing black armbands to
school. Administrators countered by banning armbands and
threatened disciplinary actions for any students violating the rule.

Tinker and Eckhardt wore their armbands and were suspended,
not allowed back until they agreed to stop violating school rules.
Tinker’s father subsequently sued and lost in District Court. The
Appellate Court was unable to reach a decision and the case was
passed up to the Supreme Court, who overturned the District
Court’s decision and ruled in favor of the plaintiffs. The court stated
that if the student’s actions did not disrupt the learning
environment, or advocate or cause harm to themselves or others, it
was permissible. This has been the rationale in virtually every other
opinion held by the court regarding student’s constitutional rights.
Tinker v. Des Moines Independent Community School District, 393
U.S. 503 (1969)
While a student’s right to free speech is protected, it is not a
blanket protection covering any form of protest. A recent example
of this is Morse v. Frederick, also known as the “Bong Hits 4 Jesus”
case.Morse v. Frederick, 127 S. Ct. 2618 (2007) This case is
particularly eye-opening in that the offense occurred off school
grounds. Frederick, a high school student, displayed a banner at a
local parade featuring the phrase “Bong Hits 4 Jesus,” a reference
to marijuana use. Morse, a school official, noticed the banner and
instructed the student to take it down. When Frederick refused, he
was suspended by Morse and the decision was upheld by the school
board. Frederick sued, claiming protection under his 1st amendment
rights. This time the Supreme Court sided with the school board,
noting “ … schools may take steps to safeguard those entrusted
to their care from speech that can reasonably be regarded as
encouraging illegal drug use, [therefore] the school officials in this
case did not violate the First Amendment…” This fits with the
consistent message of the courts – a student’s Constitutional rights
will be protected only as long as their exercise does not endanger
the health or academic progress of others.
Other cases regarding the Rights of Free Speech & Expression:
West Virginia v. Barnette, 1943 – The court ruled that it is
unconstitutional to require students to salute the American flag.
The 1st amendment not only protects freedom “of” expression but

also freedom “from” expression. West Virginia State Board of
Education v. Barnette, 319 U.S. 624 (1943)
Bethel School District v. Fraser, 1986 – Washington high school
student Matthew Fraser was suspended for using sexually explicit
language in a speech given on school grounds. The court sided with
the school, affirming that schools can prohibit “lewd, indecent or
plainly offensive” language. Bethel School District No. 403 v. Fraser,
478 U.S. 675 (1986)
Guiles v. Marineau, 2004 – A 14- year old student in Vermont
was suspended for repeatedly wearing a T-shirt depicting President
George W Bush as an alcoholic and a cocaine addict. The shirt
contained both written and visual depictions of banned substances.
The court sided with the student, citing two factors: 1) the shirt
did not advocate the use of illegal drugs and 2) the shirt did not
cause significant disruptions to the learning environment. Guiles v.
Marineau, 461 F.3d 320, 324-25 (2d. Cir. 2006)
Summary – A student’s exercise of speech or expression is legal
and constitutionally protected so long as it doesn’t:
1. endanger the public

2. disrupt the learning environment
3. advocate the use of illegal substances or other violations of the
law
Student Expression Quiz
https://mclellan.law.msu.edu/quizzes/student-expression-quiz
4th Amendment
Unreasonable Search & Seizure

https://youtu.be/yexA13FDYxQ

https://www.youtube.com/watch?v=tY4fPF6dijU
The student’s desire for freedom of speech can only be matched
by their desire for privacy and for security of their possessions.
The right of school officials to search a student’s belongings is
a contentious issue, and few teachers know the limits of their
authority and few students understand the extent of their rights.
Just as Tinker v. Des Moines set the standard for the protection of
1st Amendment rights, so did another case set the precedent for
search & seizure: New Jersey v. T. L. O., 469 U.S. 325 (1985).
Two female high school students were caught smoking in the
restroom and assistant principal Theodore Choplick confronted
them. One of the two admitted her wrongdoing but the other
student (T.L.O.) denied it. Choplick searched T.L.O.’s purse and
discovered cigarettes, drugs and drug paraphernalia, along with a
large amount of money. T.L.O. was tried and convicted in court
on charges of delinquency. The student countered that the school
had violated her 4th amendment rights, depriving her of protection
against unreasonable search and seizure (i.e. searching without a
warrant) and the evidence should be inadmissible. The Supreme
Court disagreed, stating: “a school official may properly conduct a
search of a student’s person if the official has a reasonable suspicion
that a crime has been or is in the process of being committed, or
reasonable cause to believe that the search is necessary to maintain
school discipline or enforce school policies.”
This is a departure from the court’s usual position requiring
“probable cause” for government officials to search someone
without a warrant. This change, although appearing slight, has
enormous ramifications. School officials may search someone based
solely upon a well-grounded suspicion, not iron-clad evidence of
wrongdoing. This is analogous to the difference between
“reasonable doubt” and “beyond a shadow of a doubt.” This
threshold however applies only to school personnel and NOT to
law enforcement officials on school grounds. The court has been
careful not to slide down that slippery slope. In the court’s decision,
they state that a teacher’s right to protect him- or herself and the

safety of their students is on par with the rights of firefighters, EMS,
OSHA officials, etc. The right to privacy must be balanced against
the public’s right to safety. In a school, the balance is tilted toward
protecting safety and maintaining order, even if it is at the expense
of student rights.
The issue of locker searches has not come to the Supreme Court.
As the locker is school property and therefore “public space” it is not
afforded the same protections as a student’s personal possessions.
State of Iowa v. Marzel Jones (2003) – A student whose locker
was cleaned out by school personnel. Finding a small amount of
marijuana, the student was charged. Marzel claimed 4th amendment
protection against unreasonable search & seizure but was denied
by the State Supreme Court who “noted that the search occurred
on school grounds, ‘where the State is responsible for maintaining
discipline, health, and safety.’(Bd. of Ed. of Indep. Sch. Dist. 92 v.
Earls, 536 U.S. 822)”. State of Iowa vs. Marzel Jones, Appellee 02-505
(2003).
Another issue of concern has been the constitutionality of drug
screenings for student-athletes.
Vernonia School District v. Acton (1995) – 7th grade Oregon
student James Acton signed up to play football but refused to take
a mandatory urine test. Drug testing was administered to athletes
after a recent ‘explosion’ in drug-use and the related discipline
problems which arose. Citing public health concerns and noting the
prevalence of student-athletes involved in drug-related incidents,
the school board deemed urinalysis a necessary requirement for
participation in sports. The Supreme Court agreed and upheld their
decision. Once again, the desire to protect public health overrode
student’s desire for privacy. Vernonia School District 47J v. Acton,
515 U.S. 646 (1995)
Summary – School personnel may search a student and their
belongings if the health & welfare of the public is at risk or they have
a ‘reasonable suspicion’ that a crime has been, is being, or will be
committed

5th & 14th Amendment
The Right to Due Process

These amendments protect an individual’s right to a fair trial and
must be considered whenever “a person’s good name, reputation,
honor, or integrity is at stake because of what the government is
doing to him…” Wisconsin v. Constantineau, 400 U.S. 433 (1971)
1). This includes the enforcement of disciplinary actions such as
suspension or expulsion. The expectations of a fair trial are very
different however, depending on the circumstances. Disciplinary
expulsion is treated differently than an ‘academic dismissal.’ Claire
La Roche makes the point by citing Barnard v. Inhabitants of
Shelburne: “Misconduct is a very different matter from failure to
attain a standard of excellence in studies…. A public hearing may be
regarded as helpful to the ascertainment of misconduct and useless
or harmful in finding out the truth as to scholarship.” (emphasis
added)
According to La Roche’s interpretation of the courts, the following
are necessary in the expulsion of a student on disciplinary grounds:
1. a timely & formal hearing

2. a detailed explanation of the charges
3. a strict adherence to the schools stated policy
4. a ‘punishment that fits the crime’
She goes on: “To ensure fundamental fairness, decisions must be

based on the facts and supported by the evidence. Moreover,
punishment should be commensurate with the severity of the
offense. Consequently, it is important for schools to establish
guidelines and be consistent with sanctions.”
Other Miscellaneous Cases
The following are other judgments handed down by the Supreme
Court:
School uniforms and dress codes are intended to stop disruptions
to the learning process by banning lewd, obscene or offensive

clothing. As such, the courts have ruled them constitutional despite
students pleading for “the freedom of expression” and the lesser-
known “freedom to see skin.”
Corporal punishment (physically disciplining a student) barely
passed a constitutional challenge in 1977 with a divided court ruling
5-4 that it is neither “cruel and unusual punishment” nor a denial
of due process. (Ingraham v. Wright, 430 U.S. 651 [1977]) While
corporal punishment is not allowed in Michigan, there are states
where it is still legal.
The censorship of school newspapers was upheld with the
understanding that the school is not a “forum of public expression.”
Further, the justices declared that a school “need not tolerate
student speech that is inconsistent with its basic educational
mission.” (Hazelwood v. Kuhlmeier, 484 U.S. 260 [1988]).
Additional Information
Religion and the Law
• Prayer, or other religious activities cannot be initiated by the

school or teacher
• Prayer and other religious activities are permitted if initiated
by students
• Schools must give religious organizations the same access to
facilities as they give other secular organizations
• Prayer permitted in school if initiated by students, and does
not interfere with the functioning of the school; all students
not required to participate
• Schools cannot teach a particular religion, but may teach the
history of religion, comparative religions, or the role of religion
in the history of the United States or other countries
• No religious symbols permitted
Civil Rights Act of 1964 prohibits discrimination based on race, color

or national origin.
Title IX prohibits discrimination based on gender.
Family Education Right and Privacy Act (FERPA): makes school

records open to parents and students; must inform parents of their
rights regarding records; must provide access; must create
procedures for allowing students and parents to challenge and/
or amend information believed to be inaccurate; protects against
disclosure of confidential information to third parties without
consent.
Summary
In summary, within teaching there is a unique set of ethical
relationships and legal obligations that are embedded in the work of
a teacher. Teachers have the responsibility to build moral character
and be an example of that too. Adhering to a shared code of ethics
can assist teachers in mitigating risk and protecting students and
themselves.
The federal government makes general regulations for education
and contributes very little funding for the schools (Federal Role,
n.d.).
The states have most of the power because they are able to set
the standards for teachers and students, and they fund the public
school system almost completely (ECS, 1999).
The district has the power in the area entrusted to them by the
state. Each district has an elected school board that determines how
state standards are achieved and anything else they see fit to better
the students’ education (Office of the Education Ombudsman, n.d.).
The superintendent oversees the schools in the district and
makes sure they are following what is set by the states and the
district (ECS, 1999).
The principals manage their individual school with assistance
from the assistant principal (Office of the Education Ombudsman,
n.d.).
The teachers instruct the students in accordance with the
standards set before them by all levels of the hierarchy.

Thoughts
Watch the following video with this question in mind: Freedom of

speech remains a hot topic in schools. What do you think about
the court’s ruling on Frederick’s banner? What elements of this case
relate to the more current case described below. What elements are
different?

Dig Deeper
https://shibbolethsp.jstor.org/
start?entityID=https%3A%2F%2Fidp.uark.edu%2Fopenathens&dest
=https://www.jstor.org/stable/20694791&site=jstor
Untangling Legal Issues that Affect Teachers and Student
Teachers
https://www.findlaw.com/education/teachers-rights/teachers-
rights-basics.html
Teachers Rights Basics
https://lawshelf.com/videocoursesmoduleview/the-basic-
structure-of-education-law/
The Basic Structure of Education Law

https://www.youtube.com/watch?v=3xLo0ZiY6mE&t=1s
Code of Ethics for Arkansas Educators Training Video
Did You Get It?
Quiz for this chapter

Test your vocabulary skills!
An interactive H5P element has

been excluded from this version of
the text. You can view it online
here:

Assessment” by Alyschia Conn, Jasmine Tucay and Sarah Wolff
licensed under CC BY-SA 4.0 and “Education 2010 – Introduction to
Education” by Brenda Alward.
Social_and_Cultural_Foundations_of_American_Education/
Philosophy_and_Ethics/Ethical_Teaching

8. What is Taught?
Curriculum requires us to keep

instruction in mind. Instruction
is the way curriculum is taught.
Curriculum focuses on learning
goals, (Outcomes, Standards,
Benchmarks) while instruction
focuses on the “how” or the way
teachers will help students This image is licensed under CC0.
meet these goals. In this
chapter, the focus will be on how curriculum is defined as well as
taught.
• Identify curriculum standards and how they are

used to plan lessons
What is Taught? | 113

• Describe how educators can differentiate
curriculum to meet student needs
• Name the major subject-matter areas taught in
elementary and secondary schools
• Hidden and Formal Curriculum

• Implicit and Explicit Curriculum
• Outcomes
• Standards
• Benchmarks
• Differentiation
Definitions of Curriculum
Educators define curriculum in several ways. It can refer to the

subject matter taught, the planned experiences, a course of study,
or what students are expected to learn. No matter the definition, an
educator is bound by the subject he/she teaches and curriculum is
the way that it can be organized.
114 | What is Taught?

Four Types of Curriculum
Explicit Curriculum (Formal)
• The material found in textbooks, teacher’s guides

• Everything that teachers are expected to teach, what students
are expected to learn, and what schools will be held
accountable for; the material we assess
• Elementary curriculum heavy in language arts and math
• Middle school curriculum content places equal time on all
subjects
• Junior High/High School content becomes more
compartmentalized
Implicit Curriculum (Informal)
• The “hidden” information

• What children learn from the nature and organization of the
school and classrooms and from the attitudes and behaviors of
teachers and administrators
• Tolerance
• Study Skills
• Respect
• Organization
• Team Work
• Values
• These are learned from the way classrooms are set up, the
practices used, behaviors modeled, the way material is
presented, values and priorities that may be unstated, but are
evident

Null Curriculum
• Topics left out of a course of study

• Sometimes what we don’t say or don’t teach, carries as strong,
or stronger message than what we do teach
Extra-Curricular
• Learning beyond formal studies

• No academic credit
• Extra-curricular activities are part of an effective school
• Need to reach everyone; high and low achievers; all income
levels
• May be sports or clubs, organizations
Influences on Curriculum
• Education philosophies
• Textbooks
• Federal/State Government
• Local School District/School Board
• Standards and Testing
Standards in CurriculumStandards are predetermined statements

of what students should know and skills they should have upon
completion of an area of study. In many states, curriculum
standards are based upon common standards for the disciplines.
In 2010, many states adopted the “Common Core Standards”.
These are the standards that must be met for each grade level and
subject matter. You can find Arkansas’ standards on the Arkansas
Department of Education website. This is the curriculum teachers
must follow. They are required to present these concepts and skills

to their students. However, the way in which they present and teach
this information is entirely up to them. This is where instruction
comes into play. A teacher has the Academic Freedom to structure
his/her classroom and learning activities in the manner they feel
best in order to present the curriculum to their students and help
them master it.
There are many differences between what is taught in an
elementary school compared to high school. The following section
will talk about the differences in curriculum.
Elementary
Curriculum
Elementary education in the

United States refers to the first This image is lincensed under CC0.
seven to nine years of formal
education in most jurisdictions, often in elementary schools,
including middle schools. Preschool programs, which are less
formal and usually not mandated by law, are generally not
considered part of primary education. The first year of primary
education is commonly referred to as kindergarten and begins at or
around age 5 or 6. Subsequent years are usually numbered being
referred to as first grade, second grade, and so forth. Elementary
schools normally continue through sixth grade, which the students
normally complete when they are age 11 or 12. Some elementary
schools graduate after the 4th or 5th grade and transition students
into a middle school.
Students may attend either a 4-year, 5-year, 6-year or 7-year
public or private elementary school. Elementary school usually runs
from kindergarten or 1st grade through either 4th, 5th or 6th,
depending on the region. Upon successful completion of their
elementary education students then proceed to middle school, also
known as junior high school. Depending on the school district, some

students attend separate middle schools, beginning at 6th grade
and then completing at 8th grade before they transition to high
school. Additionally, students may have the option of attending
elementary schools that include all eight primary grades. In this
case, the student will directly proceed to High School.
In most U.S. elementary schools, a class of students is assigned to
a particular teacher and classroom for an entire school year. Those
students will spend the vast majority of that school year together in
that one classroom learning from that one teacher, and that teacher
is expected to carefully supervise their students at all times (apart
from lunch and recess). Well-financed schools can hire specialists
to provide instruction in specific subject matter like art, music, and
science; at such schools, a teacher will hand off their entire class to
specialists for such units and then resume supervision of the class
afterwards. This is distinct from the course model followed at the
middle school, high school, and college levels, in which students
enroll in various courses each semester which is usually taught in
different classrooms by different teachers, and therefore must race
from one classroom to the next during the school day.
Secondary Curriculum
Secondary education is often divided into two phases, middle/

junior high school and high school. Students are usually given more
independence, moving to different classrooms for different
subjects, and being allowed to choose some of their class subjects
(electives).
“Middle school” (or “junior high school”) has a variable range
between districts. It usually includes seventh and eighth grades and
occasionally also includes one or more of the sixth, ninth, and very
occasionally fifth grades as well. High school (occasionally senior
high school) includes grades 9 through 12. Students in these grades
are commonly referred to as freshmen (grade 9), sophomores (grade

10), juniors (grade 11), and seniors (grade 12). At the high school
level, students generally take a broad variety of classes without
specializing in any particular subject, with the exception of
vocational schools. Students are generally required to take a broad
range of mandatory subjects but may choose additional subjects
(“electives”) to fill out their required hours of learning. High school
grades normally are included in a student’s official transcript, e.g.
for college admission. Official transcripts usually include the ninth
grade, whether it is taught in a middle school or a high school.
Each state sets minimum requirements for how many years of
various mandatory subjects are required; these requirements vary
widely but generally include 2–4 years of each of Science,
Mathematics, English, Social sciences, Physical education; some
years of a foreign language and some form of art education are
often also required, as is a health curriculum in which students
learn about anatomy, nutrition, first aid, sexuality, drug awareness,
and birth control. In many cases, however, options are provided for
students to “test out” this requirement or complete independent
study to meet it.
Many high schools provide Honors, Advanced Placement (AP) or
International Baccalaureate (IB) courses. These are special forms
of honors classes where the curriculum is more challenging and
lessons more aggressively paced than standard courses. Honors, AP,
or IB courses are usually taken during the 11th or 12th grade of high
school but may be taken as early as 9th grade. Some international
schools offer international graduation qualifications, to be studied
for and awarded instead of or alongside the high school diploma,
Honors, Advanced Placement, or International Baccalaureate.
Regular honors courses are more intense and faster-paced than
typical college preparatory courses. AP and IB on the other hand,
are college-level classes
Educators know every student is different and educators need
to try and “reach” every student. The choice of teaching methods
used will depend on each student and the material to be taught.

Always consider what will be the best way for students to receive
and process the information.
We all have recognized that our students will be unique and each
will have their own interests, needs, abilities, and motivation. As
educators, we have to find a way to reach all of them and address
as many of these issues as we can. In the next section, this will be
addressed.
What do you think?



Instruction
While teachers have little to no control over the formal curriculum,

they have a wide range of options when it comes to instruction.
Instruction refers to the way in which we present the curriculum
to the students. Instruction can lean towards student-centered or
teacher-centered. This section will give examples of each.
Teacher-Centered
• The teacher is responsible for planning learning activities.

• Passive; students sit and listen as students talk “at” them.
(Direct Instruction)
• The teacher creates all of the guidelines for both behavior and
work done in the classroom,
• Classroom organization is determined by the teacher.
• All learning goals are determined by the teacher.
Student-Centered Instruction
• Students have input into learning activities.

• Instruction and learning activities are tailored to meet
students’ learning needs and interests.
• Students have input into classroom guidelines and
organization.
• Students are also able to set learning goals for themselves in
conjunction with learning goals set by the teacher.
The goal is to help students learn, and teachers need to find the
strategies that work best for students. A combination of teacher-
centered and student-centered seems to work well in many

classrooms. Remember that students have a developmental need
to have control over themselves and their world, thus giving them
the power to make decisions regarding their learning increases
motivation, focus and further helps to develop a love of learning.
One instructional strategy that has supported many teachers in
their efforts to meet the learning needs of students is
“Differentiated Instruction.” While it takes some work in the
beginning, once you have a “toolbox” of activities and lessons it is
much easier to implement.
Differentiated Instruction refers to our use of a variety of teaching
strategies in order to deliver information to our students
(Tomlinson, 2014). It also means using a variety of different activities
to help reinforce that information. We may use direct instruction,
we may have them watch a video, and we may have them create
a project or conduct an experiment. The idea is that we vary our
teaching strategies in order to meet the needs of our students.
Watch the following video. How might you describe this to
someone else?

Areas to Differentiate
A teacher can differentiate content, product, process, or the

learning environment.
• Content (What students learn.)

• Process (How students learn it.)

• Products (What students produce.)
• Learning Environment/ Affect (Environment in which they
learn.)
• Assessment (Evidence we use to determine what students are
learning.)
Along with varying our instruction and students’ products, we also

vary our assessments. So many teachers are “hung up” on tests and
they are not the best way to assess. Many of these “products” you
ask students to produce can be used as assessments. Using these
will also be a more accurate measure, in many cases, of what a
student has learned over a written test you may give them.
Planning for Instruction
When teachers plan classroom activities, they want to plan with the
beginning in mind. When teachers follow this practice, they begin
planning with the standard they are teaching, in other words, what
they want the students to learn. Teachers then plan how they will
assess that learning, and finally plan the learning activities for this
particular concept. Simply put:
1. Identify desired results (Standard)

2. Determine acceptable evidence (Assessment)
3. Plan learning experiences and instruction
When objectives, learning activities, and assessments relate directly

to standards, they will have “Instructional Alignment”. All of the
lessons should be instructionally aligned.
Let’s look at various strategies for instruction. Some strategies
are better suited to the content being taught than others. Varying
the strategies you use will keep students engaged, and interested,
and increase the potential for learning.

High-Quality Instructional Strategies
Learning Centers
Areas are set up in the classroom with learning activities directed at

a specific concept are often defined as learning centers. Learning
centers can be set up to reinforce skills previously learned, or to
help students internalize new concepts. For example, the learning
centers could be used to “fill in” when students have idle time. If
they are finished with work, they can go to the centers and work
with concepts they have previously been exposed to. You may
have a science center, a creative art center, and maybe a language
center. You can rotate activities, thus giving students more
exposure to concepts being taught, as well as helping to engage
students in a time of the day when idle hands could cause behavior
concerns.
The other way learning centers can be used is to teach a concept.
For example, if you wanted to teach the concepts of magnets you
would have a variety of centers set up all dealing with magnets.
Students would move from center to center, engaging in the
planned activities. You would want to try and design the activities
at the centers to tap into the various multiple intelligences.
RAFT: Role, Audience, Format, Topic
This is a writing strategy that allows for student creativity. It can be

used in a variety of ways, including as an assessment.
ROLE: Students choose a perspective to write from.
AUDIENCE: Students choose who they are writing to.
FORMAT: Students choose the format for writing; letter, memo,
poem, advertising ad, etc.

TOPIC: The topic they are writing on.
Here is an example that could be used:
Role: Abraham Lincoln
Audience: American People
Format: Interview
Topic: The major challenges of his presidency
In this activity, the students would have to decide what the major
challenges were in his presidency and be able to explain those. The
student would also design the questions that could be used in the
interview in regard to these challenges. For some students, this
would be a more engaging and interesting way to report on these
versus just writing a 1000-word essay. You will probably get more
information from the student as well.
Choice Boards
• Students choose from a menu of options

• Tasks vary by process and interest
• Some anchor activities can be required of all students
• Can be used for homework, projects, and assessment, or as
again, as a way to fill idle time.
Here is an example that could be used for learning what verbs are:
Choose a book from the

reading area and write Create a song using five verbs
down 10 verbs
Choose five verbs and Write a short story and identify the verbs
illustrate them in the story
Draw a picture and write a short
Listen to a favorite song and
description of what is happening using at
identify the verbs
least three verbs
These are all activities that would help reinforce the idea of verbs.
Students would be able to choose which of these they would like

to do. This example has six, but many are made with nine choices.
Teachers can determine how many activities students have to
complete. The Tic-Tac-Toe choice board is set up with nine choices
and students have to do three that will form tic-tac-toe. I have even
seen teachers give extra credit if students do them all, or in Bingo
terms, a “cover all”.
As stated, Choice Boards can also be used to fill in for idle
moments and review a variety of concepts that are being learned.
Here is an example for older students:
Create a Venn
Diagram comparing
yourself and a Illustrate a book cover for a favorite book
character in To Kill a
Mockingbird
Create a comic strip
Complete the “President Map” which shows the
with seven frames that
qualifications to be President, as well as the
shows how the Earth’s
roles of the President.
surface has changed.
Create a game that Describe 10 occupations that incorporate area,
will teach a concept surface area, or volume. Be very specific on the
from class, but job title and explain how that job uses area, SA,
requires movement or volume. At least 3 sentences each.
Choice Boards give students some control over the activities they
do, yet you have chosen the activities. Always be open, however,
to the student who comes to you with an idea for an activity.
Sometimes students have great ideas!
K-W-L: Know, Want to know, Learned
• When beginning a unit of study, list all the things you KNOW
about the topic.
• Next, create a list of things you WANT to know about this
topic.
• After the unit of study is done, create a list of what has been
LEARNED.

A K-W-L can be done as a class, or students can create their own.
There are benefits to both and your learning goals will determine
which one you may use.
Always remember ALL STUDENTS CAN LEARN!! However, what
they learn, how they learn it, and the pace at which they learn it
will vary. Under the differentiated instruction idea we are changing
our instruction, our expectations, and our assessments based on the
needs and interests of the students.

Dig Deeper
Want to read more about curriculum, take a look at the following

resources:
Tomlinson, C.A. (2015). The Differentiated Classroom: Responding
to the Needs of All Learners. Alexandria, VA: ASCD.
Wexler, N. (2019) Elementary Education has Gone Terribly Wrong.
https://www.theatlantic.com/magazine/archive/2019/08/the-
radical-case-for-teaching-kids-stuff/592765/

Assessment” licensed under CC BY-SA 4.0

9. What is a Positive
Classroom Environment?
An excerpt from a
professional journal kept by
Kelvin Lee Seifer when teaching
kindergarten:
November 14th: Today my
student Carol sat in the circle,
watching others while we all
played Duck, Duck, Goose (in This image is licensed under CCO.
this game, one student is outside
the circle, tags another student who then chases the first person
around the circle). Carol’s turn had already passed. Apparently, she
was bored now, because she flopped on her back, smiling broadly,
rolling around luxuriously on the floor in the path of the other
runners. Several classmates noticed her, smiled or giggled, began
flopping down as well. One chaser tripped over a “flopper.”Sit up,
Carol,” said I, the ever-vigilant teacher. “You’re in the way.” But no
result. I repeated twice more, firmly; then moved to pick her up.
Instantly Carol ran to the far side of the gym, still smiling broadly.
Then her best friend ran off with her. Now a whole new game was
launched, or really two games: “Run-from-the-teacher” and “Enjoy-
being-watched-by-everybody.” A lot more exciting, unfortunately,
than Duck, Duck, Goose!
An excerpt from Kelvin’s same journal several years later, when he
was teaching math in high school:
March 4th: The same four students sat in the back again today, as
usual. They seem to look in every direction except at me, even when
I’m explaining material that they need to know. The way they smile
and whisper to each other, it seems almost like they are “in love”
128 | What is a Positive Classroom
Environment?
with each other, though I can’t be sure who loves whom the most.
Others—students not part of the foursome—seem to react variously.
Some seem annoyed, turn the other way, avoid talking with the group,
and so on. But others seem almost envious—as if they want to be part
of the “in” group, too, and were impressed with the foursome’s ability
to get away with being inattentive and almost rude. Either way, I
think a lot of other students are being distracted. Twice during the
period today, I happened to notice members of the group passing a
note and then giggling and looking at me. By the end, I had had enough
of this sort of thing, so I kept them in briefly after class and asked one
of them to read the note. They looked a bit embarrassed and hesitant,
but eventually, one of them opened the note and read it out loud.
“Choose one,” it said. “Mr. Seifert looks 1) old ____, 2) stupid____, or
3)clueless____.”
Kelvin’s experiences in managing these very different classrooms
taught him what every teacher knows or else quickly learns
management matters a lot. But his experiences also taught that
management is about more than correcting the misbehaviors of
individuals, more than just “discipline.” Classroom management is
also about “orchestrating” or coordinating entire sets or sequences
of learning activities so that everyone, misbehaving or not, learns as
easily and productively as possible. Educators sometimes, therefore,
describe good classroom management as the creation of a positive
learning environment, because the term calls attention to the
totality of activities and people in a classroom, as well as to their
goals and expectations about learning (Jones & Jones, 2007). When
Kelvin was teaching, he used both terms almost interchangeably,
though in speaking of management he more often was referring to
individual student’s behavior and learning, and in using the term
learning environment he more often meant the overall “feel” of the
class as a whole.
What is a Positive Classroom Environment? | 129

• Identify basic classroom management principles for

learning and academic achievement
• Name several steps to respond to conflicts and
behavior issues in the classroom
• Classroom management
• Sequencing
• Transitions
• Pacing
• Classroom conflict resolution
Why Classroom Management Matters
Managing the learning environment is both a major responsibility

and an ongoing concern for every teacher, even for those with years
of experience (Good & Brophy, 2002). There are several reasons.
In the first place, a lot goes on in classrooms simultaneously, even
when students seem to be doing only “one” task together. Twenty-
five students may all be working on a sheet of math problems, but
look more closely: several may be stuck on a particular problem,
130 | What is a Positive Classroom Environment?

but each for different reasons. A few others have worked only the
first problem or two and are now chatting quietly with each other
instead of continuing. Still, others have finished and are wondering
what to do next. At any one moment, each student needs something
different—different information, different hints, different kinds of
encouragement. The diversity increases even more if the teacher
deliberately assigns multiple activities to different groups or
individuals (for example, if some are doing a reading assignment
while others do the math problems).
Another reason that managing the environment is challenging is
because a teacher can never predict everything that will happen in a
class. A well-planned lesson may fall flat on its face, or take less time
than you expect, and you find yourself improvising to fill class time.
On the other hand, an unplanned moment may become a wonderful,
sustained exchange among students; so you have to drop previous
plans and “go with the flow” of their discussion. Interruptions
happen continually: a fire drill, a quick drop-in visit from another
teacher or from the principal, a call on the intercom from the office.
An activity may turn out well, but also end up rather differently than
you intended; you, therefore, have to decide how, if at all, to adjust
the next day to allow for this surprise.
A third reason for the importance of management is that students
form opinions and perceptions about your teaching that may
coincide neither with your own nor with other students’. What
seems to you like the encouragement of a shy student may seem
to the student herself like “forced participation.” A more eager,
outgoing classmate watching your special effort to encourage the
shy student, however, may not see you as either encouraging or
coercing, but as overlooking or ignoring other students who are
already more willing to participate. The variety of perceptions can
lead to surprises in students’ responses to you—most often small
ones, but occasionally more major.
At the broadest, society-wide level, management challenges
teachers because public schooling is not voluntary, and students’
presence in a classroom is therefore not a sign, in and of itself,

that they wish to be there. Students’ presence is instead just a
sign that an opportunity exists for teachers to motivate students
to learn. Many students, of course, do enjoy learning and being in
school—but not all. Others do enjoy school, but primarily because
teachers have worked hard to make classroom life pleasant and
interesting. They become motivated because you have successfully
created a positive learning environment and have sustained it
through skillful management.
Fortunately, it is possible to earn this sort of commitment from
students, and this chapter describes some ways of doing so. We
begin with some ways of preventing management problems in the
first place by increasing students’ focus on learning. The methods
include the arrangement of classroom space, the establishment of
procedures, routines, and rules, and communicating the importance
of learning both to students and to parents. After these prevention-
oriented discussions, we look at ways of refocusing students when
and if their minds or actions do stray from the tasks at hand. As
you probably know from your own experience as a student, bringing
students back on task can happen in many ways, ways that vary
widely in the energy and persistence required of the teacher. We try
to indicate some of this diversity, but because of space limitations
and because of the richness of classroom life, we cannot describe
them all.
Preventing Management Problems
The easiest management problems to solve are ones that do not

happen in the first place! You can help to prevent problems even
before the first day of school by arranging classroom furniture and
materials in ways that make learning as easy to focus on as possible.
Later, during the first few days, you can establish procedures and
rules that support a focus on learning even more.

Arranging Classroom Space
Viewed broadly, it may be tempting to think that classrooms are

arranged in similar ways, but there are actually important
alternative arrangements to consider. Variations happen because
of grade level, the subjects taught, the teacher’s philosophy of
education, and of course the size of the room and the furniture
available. Whatever the arrangement that you choose, it should
help students to focus on learning tasks as much as possible and
minimize the chances of distractions. Beyond these basic principles,
however, the “best” arrangement depends on what your students
need and on the kind of teaching that you prefer and feel able to
provide (Bothmer, 2003; Nations & Boyett, 2002). Here are some
ideas to help choose among your options. In considering them (and
before moving too much furniture around your room!), you might
want to try experimenting with spatial arrangements “virtually” by
using one of the computer programs available on the Internet.
Displays and Wall Space
All classrooms have walls, of course, and how you fill or use them
can affect the mood or feeling of a classroom. More displays make
the room more interesting and can be used to reinforce curriculum
goals and display (and hence recognize) students’ work. But too
many displays can also make a room seem “busy” or distracting
as well as physically smaller, and they can also be more work to
maintain. If you are starting a new school year, then, there is usually
a need to decorate some of the wall or bulletin board space, but
no urgent need to fill it all. Leaving some open space can give the
flexibility to respond to curriculum or learning needs that emerge
after the year is underway. The same advice applies to displays
that are especially high maintenance, such as aquariums, pets, and
plants. These can serve wonderfully as learning aids, but do not have

to be in place on the first day of school. Not only the students but
also you yourself may already have enough distractions to cope with
at that time.
In the elementary years, we tend to find classrooms filled with
displays. The walls are covered and sometimes there are even
things hanging from the ceiling. All of these things will draw
students’ attention, and very well may draw their attention away
from you and from their work. There is too much to attend to and
even a typically developing child may have difficulty deciding on
where to focus their attention. For a child who may have any type of
sensory concern or attention difficulty, they may now be extremely
overwhelmed and have great difficulty “paying attention” to what
you want them to focus on. Consider carefully in the elementary
years how much you may decorate a classroom.
In our secondary classrooms, we sometimes see the opposite
happen; there is a lack of color and visual display. As with our
younger children, be sure you do not overwhelm the classroom, but
be sure you try to add color and displays that support learning and
will add to the overall comfort of the classroom.
Computers in the Classroom
If you are like the majority of teachers, you may have one or more
computers in your classroom, and their placement may be pre-
determined by the location of power and cable outlets. If so, you
need to think about computer placement early in the process of
setting up a room. Once the location of computers is set, locations
for desks, high-usage shelves, and other moveable items can be
chosen more sensibly—in general, so as to minimize distractions to
students and to avoid unnecessary traffic congestion.

Visibility of and Interactions with Students
Learning is facilitated if the furniture and space allow you to see

all students and to interact with them from a comfortable distance.
Usually, this means that the main, central part of the room—where
desks and tables are usually located—needs to be as open and as
spacious as possible. While this idea may seem obvious, enacting
it can sometimes be challenging in practice if the room itself is
small or unusually shaped. In classrooms with young students
(kindergarten), furthermore, open spaces tend to allow, if not invite,
movement of children that is longer and faster—a feature that you
may consider either constructive or annoying, depending on your
educational goals and the actual level of activity that occurs.
Spatial Arrangements Unique To Grade Levels or Subjects
Some room arrangements depend significantly on the grade level

or subject area of the class. If you teach in elementary school, for
example, you may need to think about where students can keep
their daily belongings, such as coats and lunches. In some schools,
these can be kept outside the classroom—but not in all schools.
Some subjects and grade levels, furthermore, lend themselves
especially well to small group interaction, in which case you might
prefer not to seat students in rows, but around several small-group
tables or work areas. The latter arrangement is sometimes preferred
by elementary teachers, but is also useful in high schools wherever
students need lots of counter space, as in some shops courses, or
wherever they need to interact, as in English as Second Language
courses (McCafferty, Jacobs, & Iddings, 2006). The key issue in
deciding between tables and rows, however, is not grade level or
subject as such, but the amount of small group interaction you want
to encourage, compared to the amount of whole-group instruction.
As a rule, tables make talking with peers easier, and rows make

listening to the teacher more likely, and group work slightly more
awkward to arrange.
Keep in mind that not all of us function well in group settings.
Grouping children in desk clusters, or at tables, may be productive
for some of our students. Others, however, may work more
effectively if they sit alone. Please consider offering both options to
your students. If a child wishes to sit on their own, allow them to
do so. If you are going to do any type of group work, you can easily
assign them to a group of students for the activity.
Ironically, some teachers experience challenges about room
arrangement without even having a room of their own, because
they must “float” or move among other teachers’ rooms. “Floating”
is especially likely among specialized teachers (e.g. music teachers
in elementary schools, who move from class to class) and in schools
that are short on classrooms overall. Floating can sometimes be
annoying to the teacher, though it actually also has advantages, such
as not having to take responsibility for how other teachers’ rooms
are arranged). If you find yourself floating, it helps to consider a few
key strategies, such as:
• consider using a permanent cart to move crucial supplies from

room to room;
• make sure that every one of your rooms has an overhead
projector (do not count on using chalkboards in other teachers’
rooms);
• talk to the other teachers about having at least one shelf or
corner in each room designated for your exclusive use.
Establishing Daily Procedures and Routines
Procedures or routines are specific ways of doing common,

repeated classroom tasks or activities. Examples include checking
daily attendance, dealing with students who arrive late, or allowing

students to use the bathroom during class or go to their lockers
to get materials that they forgot to bring. Procedures also include
ways of turning in or retrieving daily homework (e.g. putting it on
a designated shelf at a particular time), or of gaining the teacher’s
attention during quiet seatwork (e.g. raising your hand and waiting),
or of choosing and starting a “free choice” activity after completing
a classroom assignment.
Procedures serve the largely practical purpose of making
activities and tasks flow smoothly and efficiently—a valuable and
necessary purpose in classrooms, where the actions of many people
have to be coordinated within limited amounts of time. As such,
procedures are more like social conventions than moral
expectations. They are not primarily about what is ethically right or
ethically desirable to do (Turiel, 2006). Most procedures or routines
can be accomplished in more than one way, with only minor
differences in success at the outcomes. There is more than one way,
for example, for the procedure of taking attendance: the teacher
could call the roll, delegate a student to call the roll, or simply note
students’ presence on a seating chart. Each variation accomplishes
essentially the same task, and the choice among them may therefore
be less important than the fact that the class coordinates its actions
somehow, by committing to some sort of choice.
For teachers, of course, an initial task is to establish procedures
and routines in the first place. Because of the conventional quality
of procedures, some teachers find that it works well simply to
announce and explain key procedures without inviting much
discussion from students (“Here is how we will choose partners for
the group work”). Other teachers, however, prefer to invite input
from students when creating procedures (asking “What do you feel
is the best way for students to get my attention during a quiet
reading time?”). Both approaches have advantages as well as
disadvantages. Simply announcing key procedures saves time and
ensures consistency in case you are teaching more than one class
(as you would in high school), but it creates a bigger responsibility
to choose procedures that are truly reasonable and practical. On the

other hand, inviting students’ input can help students to become
aware of and committed to procedures, but at the cost of taking
more time to establish them, and at the risk of creating confusion
if you teach multiple classes, each of which adopts different
procedures. Whatever approach you choose, you and the students
of course have to take into account the procedures or rules imposed
by the school or school district as a whole. A school may have a
uniform policy or expectation about how to record daily attendance,
for example, and that policy may determine, either partly or
completely, how you take attendance with your particular students.
Establishing Classroom Rules
Unlike procedures or routines, rules express standards of behavior

for which individual students need to take responsibility. Although
they may help in ensuring the practical efficiency of classroom
tasks, they are really about encouraging students to be personally
responsible for learning, as well as for behaving decently and
respectfully with each other.
Most educational experts recommend keeping the number of
rules to a minimum in order to make them easier to remember
(Thorson, 2003; Brophy, 2003). Another feature is that they are
stated in positive terms (“Do X…”) rather than negative terms (“Do
not do Y…”), a strategy that emphasizes and clarifies what students
should do rather than what they should avoid. A third feature is that
each rule actually covers a collection of more specific behaviors.
The rule “Bring all materials to class,” for example, potentially covers
bringing pencils, paper, textbooks, homework papers, and
permission slips—depending on the situation. As a result of being
stated somewhat generally, rules contain a degree of ambiguity that
sometimes requires interpretation. Infractions may occur, that is,
that are marginal or “in a grey area,” rather than clearcut. A student
may bring a pen, for example, but the pen may not work properly,

and you may therefore wonder whether this incident is really a
failure to follow the rule or just an unfortunate (and in this case
minor) fault of the pen manufacturer. For myself, it is not the
student’s fault if the pen fails to work. They have fulfilled the
requirement of “bringing materials to class”. (As a side note, always
have extra pens and pencils available for students for just such
incidents.)
As with classroom procedures, rules can be planned either by
the teacher alone or by the teacher with advice from students.
The arguments for each approach are similar to the arguments for
procedures: rules “laid on” by the teacher are quicker and easier to
present to students, but rules influenced by the students may be
supported more fully by the students. Because rules focus strongly
on personal responsibility, however, there is a stronger case for
involving students in making classroom rules than in making
classroom procedures (Brookfield, 2006; Kohn, 2006). In any case,
the question of who plans classroom rules is not necessarily an
either/or choice. It is possible in principle to impose certain rules
on students (for example, “Always be polite to each other”) but let
the students determine the consequences for violations of certain
rules (for example, “If a student is discourteous to a classmate, he/
she must apologize to the student in writing”). Some mixture of
influences is probably inevitable, in fact, if only because of your own
moral commitments as a teacher and because the school itself is
likely to have rules of its own (like “No smoking in the school” or
“Always walk in the hallways”). A classroom set of rules therefore
might need to refer to and honor this broader source of rules
somehow, if only by including a classroom rule stating something
like “Obey all school rules.”
School-age children are in the stage where they need to have
control over their world and make real-world decisions. Allowing
them to make the classroom rules meets those emotional needs.
Students will also follow the guidelines and support each other
more when they have created them. The following comes from an
example by an elementary classroom teacher:

“In my classrooms, on the first day, we talked about being
together for the year and we had to set some guidelines for our
behavior to help everyone learn and stay safe. I would ask them
what types of things we needed to do in order for everyone to stay
safe, keep our materials safe, and learn.
I asked the children to give me their ideas and I wrote them on
the board. Any idea was acceptable in this stage, even if it was
something I didn’t want to see as a guideline. Once we had all of the
ideas, we then reviewed each of them. We asked three questions:
1. Will this guideline keep us safe?

2. Will this guideline keep our materials from being broken,
destroyed, etc.?
3. Will this guideline help us learn?
If we answered “No” to any of these questions, we eliminated the

idea. What was left we used as our guidelines. Sometimes we
needed to re-word the statement, or I suggested an addition to it.
Understand that ultimately you have the final decision, but you will
be surprised at what students are able to devise on their own. Our
guidelines were also fluid. If we found a need down the road for a
new guideline, we added it to our list.
Once we had our statements, I wrote them on a large piece of
paper with the heading, “Staying Safe and Loving to Learn: Our
Class Guidelines”, and then each student signed the paper. I signed
it also as I was a part of the learning environment and I was
expected to follow the same guidelines. We hung this in the room
for all to see. Over time, you will find students referring to this
document and guiding their classmates’ inappropriate behaviors.”
Teachers can co-create guidelines described earlier to help
develop positive social skills, as well as positive and effective
learning skills; they are not grounds for punishment. If the guideline
is to “Respect everyone we come in contact with,” then a student
who is disrespectful should not be punished. A teacher would need
to talk with the student and let him/her know how their words

or actions were not respectful; talk about what should have been
said or done, and then allow the student to make the decision to
apologize, or have them ask the person who was “wronged” what
they can do to make the situation better. Handling this incident
in this manner requires the student to take responsibility for their
actions and learn how to display the appropriate behaviors;
punishment does not do this.
Pacing and Structuring Lessons and Activities
One of the best ways to prevent management problems is by
pacing and structuring lessons or activities as smoothly and
continuously as possible. Reaching this goal depends on three major
strategies:
• selecting tasks or activities at an appropriate level of difficulty

for your students. (This means there may be multiple activities
to meet the varying abilities of your students.)
• providing a moderate level of structure or clarity to students
about what they are supposed to do, especially during
transitions between activities, and
• keeping alert to the flow and interplay of behaviors for the
class as a whole and for individuals within it.
Each of these strategies presents its own special challenges to

teachers, but also its own opportunities for helping students to
learn.
Choosing Tasks at an Appropriate Level of Difficulty
As experienced teachers know and as research has confirmed,

students are most likely to engage with learning when tasks are
of moderate difficulty, neither too easy nor too hard and therefore
neither boring nor frustrating (Britt, 2005). Finding the right level of
difficulty, however, can sometimes be a challenge if you have little
experience in teaching a particular grade level or curriculum, or

even if a class is simply new to you and in this sense “unknown.”
Whether familiar to you or not, members of any class are likely
to have diverse abilities and readiness, and this fact alone makes
it harder to determine what level of difficulty is appropriate. A
common strategy for dealing with these ambiguities is to begin
units, lessons, or projects with tasks or content that is relatively
easy and familiar, and then gradually introduce more difficult
material or tasks until students seem challenged, but not
overwhelmed. Using this strategy gives the teacher a chance to
observe and diagnose students’ learning needs before adjusting
content, and gives students a chance to orient themselves to the
teacher’s expectations and the topic of study without becoming
stressed or frustrated prematurely. Later in a unit, lesson, or
project, students are then in a better position to deal with more
difficult tasks or content (Van Merrionboer, 2003). The principle
seems to help even with “authentic” learning projects—ones that
resemble real-world activities of students (such as learning to drive
an automobile), and that present a variety of complex tasks
simultaneously. Even in those cases, it helps for the teacher to
isolate and focus on the simplest subtasks first (such as “put the key
in the ignition”) and only move to harder tasks later (such as parallel
parking).
Sequencing instruction is only a partial solution to finding the
best “level” of instruction because it still does not deal with lasting
differences among students as individuals. The core challenge to
teachers is to fully individualize or differentiate instruction: to tailor
instruction or activities not only to the class as a group but to the
differences among members of the class? One way to approach
this problem is to plan different content or activities for different
students or groups of students. While one group works on Task
A, another group works on Task B; one group works on relatively
easy math problems, for example, while another works on harder
ones. Taken very far, managing multiple activities or tasks obviously
complicates a teacher’s job, but it can and has been done by many
teachers (and it also can make teaching more interesting!).

Providing Moderate Amounts of Structure and Detail
Chances are that at some point in your educational career you have
asked, or at least wished, that a teacher would clarify or explain
an assignment more fully, and thereby give it more structure or
organization. Students’ need and desire for clarity is especially
common with assignments that are by nature open-ended, such
as long essays, large projects, or creative works. Simply being told
to “write an essay critiquing the novel,” for example, leaves more
room for uncertainty (and worry) than being given guidelines about
what the essay should contain, what topics or parts it should have,
and its appropriate length or style (Chesebro, 2003). Students’ need
for structure and clarity varies, furthermore, not only among
assignments but among students as individuals. Some students
desire it more than others and perform especially well when
provided with relatively more structure and clarity. Students with
certain kinds of learning difficulties, in particular, often learn more
effectively and stay on task more if provided with somewhat more
explicit or detailed instructions about the specific tasks expected
for assignments (Marks, 2003).
As a teacher, the challenge is to accommodate students’ need
for clarity without making guidance so specific or detailed that
students have little room to think for themselves. Carried to a
(ridiculous) extreme, for example, a teacher can give “clear”
instructions for an essay by announcing not only exactly which
articles to read and cite in preparing for the essay and which topics
or issues to cover, but even the wording of the key sentences in
their essays. This much specificity may reduce students’
uncertainties and make the teacher’s task of evaluating the essays
relatively straightforward and easy. But it also reduces or even
eliminates the educational value of the assignment—assuming, of
course, that its purpose is to get students to think for themselves.
Ideally, then, the structure should be moderate rather than
extreme. There should be just enough to give students some sense
of direction and to stimulate more accomplishment than if they

worked with less structure or guidance. This ideal is essentially
Vygotsky’s idea of the “Zone of Proximal Development”: a place
(figuratively speaking) where students get more done with help than
without it. The ideal amount of guidance—and the “location” of the
Zone of Proximal Development—may vary with the assignment and
with the student, and it may (hopefully) decrease over time for all
students. One student may need more guidance to do his or her best
in math, but less guidance in order to write his best essay. Another
student may need the reverse. Both students may need less at the
end of the year than at the beginning.
Managing Transitions
The time between activities is often full of distractions and “lost”

time, and is often when inappropriate behaviors are especially likely
to occur. Part of the problem is intrinsic to transitions: students
often have to wait before a new activity begins, and therefore get
bored, at the same moment when the teacher may be preoccupied
with locating and arranging materials for the new activity. From
the point of view of students, therefore, transitions may seem
essentially like unsupervised group time, when (seemingly)
“anything goes.”
Minimizing such problems requires two strategies, one of which
is easier to implement than the other. The easier strategy is for you,
as a teacher, to organize materials as well as possible ahead of time
so that you minimize the time needed to begin a new activity or
class session. This advice sounds simple, and mostly is, but it can
sometimes take a bit of practice to implement smoothly.
A second, more complex strategy, is to teach students as many
ways as possible to manage their own behavior during transitions
(Marzano & Marzano, 2004).[5] If students talk too loudly between
activities, for example, then discuss with them what constitutes
appropriate levels or amounts of talk during those times, as well
as about the need for them to monitor their own sound level at

that time. Or if students stop work early in anticipation of the
end of an activity, then talk about—or even practice—using a signal
from yourself to indicate the true ending point for an activity. If
certain students continue working beyond the end of an activity,
on the other hand, then try giving students advance warning of
the impending end of the activity, and remind them about their
taking the responsibility for actually finishing work once they hear
the advance warning. And so on. The point of all of these tactics
is to encourage students’ sense of responsibility for their behavior
transitions and thereby reduce your own need to monitor them at
that crucial time.
None of these ideas, of course, mean that you, as a teacher, can
or should give up monitoring students’ behavior entirely. Chances
are that you still will need to notice if and when someone talks too
loudly, finishes too early, or continues too long, and you will still
need to give those students appropriate reminders. But the amount
of reminding will be less to the extent that students can remind and
monitor themselves—a welcome trend at any time during the day,
but especially during transitions.
Maintaining the Flow of Activities
A lot of classroom management is really about keeping activities

flowing smoothly, both during individual lessons and across the
school day. The trouble with this straightforward-sounding idea,
however, is that there is never just “one” event happening at a time,
even if only one activity has been formally planned and is supposed
to be occurring. Even if, for example, everyone is supposed to be
attending a single whole-class discussion on a topic, individual
students will be having different experiences at any one moment.
Several students may be listening and contributing comments, for
example, but a few others may be planning what they want to say
next and ignoring the current speakers, still, others may ruminating
about what a previous speaker said, and still others may be thinking

about unrelated matters, like using the restroom, food, or after
school events. Things get even more complicated if the teacher
deliberately plans multiple activities: in that case, some students
may interact with the teacher, for example, while others do work in
an unsupervised group or work independently in a different part of
the room. How is a teacher keep activities flowing smoothly in the
face of such variety?
A common mistake of beginning teachers in multi-faceted activity
settings like these is to pay too much attention to anyone activity,
student, or small group, at the expense of noticing and responding
to all the others. If you are helping a student on one side of the
room but someone on the other side disturbs classmates with the
off-task conversation, it tends to be less effective either to finish
with the student you are helping before attending to the disruption
or to interrupt your help for the student until you have solved the
disruption on the other side of the room. Either approach is likely
to allow the flow of activities to be disrupted somewhere; there is a
risk that either the student’s chatting may spread to others, or the
interrupted student may become bored with waiting to regain the
teacher’s attention and get off-task herself.
A better solution, though at first, it may seem tricky or
challenging, is to attend to both events at once—a strategy that
was named “Withitness” in a series of now-classic research students
several decades ago (Kounin, 1970). “Withitness” does not mean that
you focus on all simultaneous activities with equal care, but only
that you are aware of multiple activities, behaviors, and events to
some degree. At a particular moment, for example, you may be
focusing on helping a student, but in some corner of your mind, you
also notice when chatting begins on the other side of the room. You
have, as the saying goes, “eyes in the back of your head.” Research
has found that experienced teachers are much more likely to show
“withitness” than inexperienced teachers and that these qualities
are associated with their managing classrooms successfully (Emmer
& Stough, 2001).
Simultaneous awareness makes possible responses to the

multiple events that are immediate and nearly simultaneous—what
educators sometimes call “overlapping”. The teacher’s responses to
each event or behavior need not take equal time, nor even be equally
noticeable to all students. If you are helping one student with seat
work at the precise moment when another student begins chatting
off-task, for example, a quick glance to the second student may be
enough to bring him back to the work at hand, and may scarcely
interrupt your conversation with the first student, or be noticed by
others who are not even involved. The result is a smoother flow to
activities overall.
Communicating the Importance of Learning and

of Positive Behavior
Taken together, arranging space, establishing procedures and rules,

and developing “withitness” about multiple events set the stage
for communicating an important message: that a classroom is a
place where learning and positive social behavior are priorities.
In addition, teachers can convey this message by giving feedback
to students in a timely way, by keeping accurate records of their
performance, and by deliberately communicating with parents or
caregivers about their children and about activities in class.
Giving Timely Feedback
Feedback is a term often used by educators to refer to responses

given to students about their behavior or performance. Feedback is
essential for students if they are to learn or if they are to develop
classroom behavior that is new or more subtle and “mature.” But
feedback can only be fully effective if received as soon as possible
when it is still relevant to the task or activity at hand which is
usually as soon as possible (Reynolds, 1992).[8] A score on a test is

more informative immediately after a test than after a six-month
delay, when students may have forgotten much of the content of the
test. A teacher’s comment to a student about an inappropriate, off-
task behavior may not be especially welcome immediately after the
behavior occurs, but it can be more influential and informative than
later when both teacher and student have trouble remembering the
context of the off-task behavior, and in this sense may literally “not
know what they are talking about.” The same is true for comments
about a positive behavior by a student: hearing a compliment right
away makes it easier to connect the comment with the behavior,
and allows the compliment to influence the student more strongly.
Even though there are of course practical limits to how fast
feedback can be given, the general principle is clear: feedback tends
to work better when it is timely.
When it comes to feedback in regards to behavior, we have to
engage students in conversations about what took place and how
they can display more positive behaviors in the future. Students
need this type of support and feedback if we want them to change
their actions. Punishing them is not feedback and it is not effective
in changing behaviors.
Students also need feedback when it comes to the work they do
in the classroom. We have all had teachers who collect work but
don’t return it for two or three weeks. By that point, students are
no longer vested in the assignment and they are not going to learn
from any comments or feedback you are given, assuming feedback
is given.
If we ask students to complete an assignment, project, etc., we
need to be sure we not only return it timely but also provide
feedback. Let students know where they were strong, things you
may have liked about the assignment, as well as how they can
improve in areas. Feedback should be specific and help students
learn. Comments such as “Good Job”, “Nice Work”, or “Needs More
Detail”, do not give students the information they need in order to
improve or continue a positive strategy, etc. They have to know
what was “good” or “nice.” You can use these terms, but you need

to give them the information that warrants this statement. Here are
some examples:
1. You have two more words correct on your spelling test than
last week. Good job!
2. All of your colors complement each other in your drawing and
the faces are realistic and express emotion. Nice work!
3. There is more detail needed in your paper on arson. You could
have included the reasons why people resort to arson, and
what types of help is available for serial arsonists.
Can you see how these statements provide the student with more
information that they can use as they move forward in their
studies? This is the type of feedback we need to give to students.
When we provide this for them and return their work with this
feedback in a timely manner, we can provide valuable and strong
support for their continued learning.
During the days or weeks, while students wait for a test or
assignment to be returned, they are left without information about
the quality or nature of their performance; at the extreme, they may
even have to complete the next test or assignment before getting
any information from an earlier one. (Perhaps you have already
experienced this problem during your years as a student!)
Maintaining Accurate Records
Accurate records are helpful not only for scores on tests, quizzes or
assignments but also for keeping descriptive information about the
nature of students’ academic skills or progress. A common way to
do so is the student portfolio, which is a compilation of the student’s
work and ongoing assessments of it added by the teacher or by
the student (Moritz & Christie, 2005; White, 2005). To know how a
student’s science project evolved from its beginning, for example,
a teacher and student can keep a portfolio of lab notes, logs,

preliminary data, and the like. To know how a student’s writing
skills are developing, on the other hand, they could keep a portfolio
of early drafts on various writing assignments. As the work
accumulates, the student can discuss it with the teacher, and either
of them can write brief reflections on its strengths thus far and on
the next steps needed to improve the work further. By providing
a way to respond to work as it evolves, portfolios can respond to
students’ work relatively promptly, and in any case sooner than if a
teacher waited until the work was complete or final.

Communicating with Parents and Caregivers
Teachers are responsible for keeping parents informed and involved

to whatever extent is practical. Virtually all parents understand and
assume that schools are generally intended for learning, but
communication can enrich their understanding of how this purpose
is realized in their particular child’s classroom, and it can show
them more precisely what their particular child is doing there. Such
understanding in turn allows parents and caregivers to support
their child’s learning more confidently and “intelligently,” and in
this sense contributes, at least indirectly, to a positive learning
environment in their child’s class.
There are various ways to communicate with parents, each with
advantages and limitations. Here are three common examples:

• A regular classroom newsletter: The advantage of a newsletter
is that it establishes a link with all parents or caregivers with
comparatively little effort on the part of the teacher. At the
beginning of the year, for example, a newsletter can tell about
special materials that students will need, important dates to
remember (like professional development days when there is
no school), or about curriculum plans for the next few weeks.
But newsletters also have limitations. They can seem
impersonal, for example, or they may get lost on the way home
and never reach parents or caregivers. They can also be
impractical for teachers with multiple classes, as in high school
or in specialist subjects (like music or physical education),
where each class may follow a different program or have a
different purpose. Email may allow us to send electronic
copies of a newsletter, but either way, there is no guarantee
parents will ready them.
• Telephone calls: The main advantage of phoning is its
immediacy and individuality. Teacher and parent or caregiver
can talk about a particular student, behavior, or concern. By
the same token, however, phone calls are not an efficient way
to inform parents about events or activities that affect
everyone in common. The individuality of phoning may explain
why teachers tend to use this method more often when a
student has a problem that is urgent or unusual—as when he
has failed a test or has misbehaved seriously. Rightly or
wrongly, a student’s successes may not seem urgent enough to
merit a call to the student’s home, although I would encourage
you to make positive phone calls to parents as well.
• Parent-teacher conferences: Most schools schedule regular
times—often a day or an evening—when teachers meet briefly
with any parents or caregivers who request a meeting. Under
good conditions, the conferences can have the individuality of
phone calls, but also the greater richness of communication
possible in face-to-face meetings. Since conferences are
available to all parents, they need not focus on behavior or

academic problems, but often simply help to build rapport and
understanding between parents or caregivers and the teacher.
Sometimes too, particularly at younger grade levels, teachers
organize conferences to be led by the student, who displays
and explains his or her work using a portfolio or other archive
of accumulated materials (Benson & Barnett, 2005; Stiggins &
Chappuis, 2005). In spite of all of these advantages, though,
parent-teacher conferences have limitations. Some parents
have trouble getting to conferences, for example, because of
their work schedules. Others may feel intimidated by any
school-sponsored event because they speak limited English or
because they remember getting along poorly in school
themselves as children.
• Classroom Website: A classroom website can help keep
parents informed of classroom events, school information, and
serve as a reference for class guidelines, expectations or other
relevant information for families.
Even if a teacher makes all of these efforts to communicate, some

parents may remain out of contact. In these cases it is important
to remember that the causes may not be parents’ indifference to
their child or to the value of education. Other possibilities exist, as
some of our comments above indicate: parents may have difficulties
with child care, for example, have inconvenient work schedules, or
feel self-conscious because of their own limited skills (Stevens &
Tollafield, 2003). Whatever the reasons, there are ways to encourage
parents who may be shy, hesitant, or busy. One is to think of how
they can assist the class or school even from home—for example,
by making materials to be used in class or (if they are comfortable
using English) phoning other parents about class events. A second
way is to have a specific task for the parents in mind—one with
clear structure, definite starting and ending points, and one that
truly will benefit the class if someone can in fact complete it. A
third is to encourage, support, and respect the parents’ presence
and contributions when they do show up at school functions. Keep

in mind, after all, that parents are experts about their own particular
children, and without their efforts, you would have no students to
teach!
Thoughts
Parent communication can be a challenge, even when everyone has

access to technology. Watch the following video. What might be
one strategy a new teacher might take away?
3 Great Ways You Can Power Up Your Parent Communication

Responding to Student Misbehavior
So far we have focused on preventing behaviors that are off-task,

inappropriate, or annoying. Our advice has all been pro-active or
forward-looking: plan the classroom space thoughtfully, create
reasonable procedures and rules, pace lessons and activities
appropriately, and communicate the importance of learning clearly.
Although we consider these ideas to be important, it would be
naïve to imply they are enough to prevent all behavior problems.
For various reasons, students sometimes still do things that disrupt
other students or interrupt the flow of activities. At such moments
the challenge is not about long-term planning but about making

appropriate, but prompt responses. Misbehaviors left alone can be
contagious, a process educators sometimes call the ripple effect
(Kounin, 1970). Chatting between two students, for example, can
gradually become chatting among six students; rudeness by one can
eventually become rudeness by several; and so on. Because of this
tendency, delaying a response to inappropriate behavior can make
the job of getting students back on track harder than responding to
it as immediately as possible.
There are many ways to respond to inappropriate behaviors, of
course, and they vary in how much they focus on the immediate
behavior of a student rather than on longer-term patterns of
behavior. There are so many ways to respond, in fact, that we can
only describe a sampling of the possibilities here. None are effective
all of the time, though all do work at least some of the time. We start
with a response that may not seem on the surface like a remedy at
all—simply ignoring misbehaviors.
Ignoring Misbehaviors
A lot of misbehaviors are not important enough or frequent enough

to deserve any response from the teacher at all. They are likely to
disappear (or extinguish, in behaviorist terms) if simply left alone. If
a student who is usually quiet during class happens to whisper to a
neighbor once in a while, it is probably simpler, less disruptive, and
just as effective to ignore this rare infraction of a classroom rule.
Some misbehaviors may not be worth a response even if they are
frequent, as long as they do not seem to bother others. Suppose,
for example, that a certain student has a habit of choosing quiet
seatwork times to sharpen her pencil, yet this behavior is not really
noticed by others. Is it then really a problem, however unnecessary
or ill-timed it may be? In both examples ignoring the behavior may
be wise because there is little danger of the behavior spreading to
other students or of becoming even more frequent. Interrupting

your activities—or the students’—might cause more disruption than
simply ignoring the problem.
That said, there can sometimes still be problems in deciding
whether particular misbehavior is indeed minor, infrequent, or
unnoticed by others. Unlike in our example above, a student may
whisper more than “rarely” but less than “often”: in that case, when
do you decide that the whispering is in fact too frequent and needs
a more active response from you? Or that student who taps her
pencil, whom we mentioned above, may not bother most others, but
she may nonetheless bother a few. In that case how many bothered
classmates are “too many”—five, three, just one, or…? In these grey,
ambiguous cases, you may need a more active way of dealing with
inappropriate behavior like the ones described in the next sections.
Gesturing Non-verbally
Sometimes it works to communicate using gestures, eye contact,

or “body language” that involve little or no speaking. Nonverbal
cues are often appropriate if misbehavior is just a bit too serious
or frequent to ignore, but not serious or frequent enough to merit
taking the time deliberately to speak to or talk with the student. If
two students are chatting off-task for a relatively extended time, for
example, sometimes a glance in their direction, a frown, or even just
moving closer to the students is enough of a reminder to get them
back on task. And even if these responses prove not to be enough,
they may help to keep the off-task behavior from spreading to other
students.
A risk of relying on nonverbal cues, however, is that some
students may not understand their meaning, or even notice them.
If the two chatting students mentioned above are too engrossed in
their talking, for example, they may not see you glance or frown at
them. Or they might notice but not interpret your cue as a reminder
to get back on task. Misinterpretation of nonverbal gestures and

cues is a little more likely with young children, who are still learning
the subtleties of adults’ nonverbal “language” (Guerrero & Floyd,
2005; Heimann, et al., 2006). It can also be more likely with students
who speak limited English and whose cultural background differs
significantly different from yours, because the students may be used
to communicating non-verbally in ways that literally “look different”
from the ways familiar to you (Marsh, Elfenbein, & Ambady, 2003).
I taught my students some basic sign language to assist with
these types of situations. I taught them the sign for “bathroom” so
they could simply sign and I could answer and we avoided some
of those dramatic interruptions we have when someone needs to
use the restroom. I also taught them, “yes”, “no”, “sit down”, “please”,
“thank you”, “quiet”, “work”, and a few others. This allowed me to
communicate with students in a way that did not disrupt class, and
also gave them a way to communicate with me.
Natural and Logical Consequences
Consequences are the outcomes or results of an action. When

managing a classroom, two kinds of consequences are especially
effective, at least when the conditions are appropriate: natural
consequences and logical consequences. Natural consequences are
ones that happen “naturally” or without any deliberate intention
by anyone. If a student is late for class, for example, a natural
consequence is that he may miss information or material that he
needs to do an assignment. Logical consequences are ones that
happen because of the responses of others, but that also have an
obvious or “logical” relationship to the original action. If one student
steals another’s lunch, for example, a logical consequence might
be for the thief to reimburse the victim for the cost of the lunch.
Natural and logical consequences are often woven together and
thus hard to distinguish: if one student picks a fight with another
student, a natural consequence might be injury to the aggressor (a

natural risk of fighting), but a logical consequence might be to lose
friends (the response of others to fighting). In practice both may
occur.
General research has found that natural and logical consequences
can be effective for minimizing undesirable behaviors, provided
they are applied in appropriate situations (Weinstein, Tomlinson-
Clarke, & Curran, 2004). Take, for example, a student who runs
impulsively down school hallways. By the very nature of this action,
he or she is especially likely to have “traffic accidents,” and thus
(hopefully) to see that running is not safe and to reduce the
frequency of running. Consider a student who chronically talks
during class instead of working on a class-time assignment. A logical
outcome of this choice is to require the student to make up the
assignment later, possibly as homework. Because the behavior and
the consequence are connected directly, the student is relatively
likely to see the drawback of choosing to talk, and to reduce how
much he or she talks on subsequent occasions. In both cases, the
key features that make natural and logical consequences work is:
1. they are appropriate to the misbehavior and

2. the student sees or understands the connection between the
consequences and the original behavior.
Natural and logical consequences do not work for every problem

behavior; if they did, there would be no further need for
management strategies! One limitation is that misbehaviors can
sometimes be so serious that no natural or logical consequence
seems sufficient or appropriate. Suppose, for example, that one
student deliberately breaks another student’s eyeglasses. There may
be a natural consequence for the victim (he or she will not be able
to see easily), but not for a student who broke the glasses. There
may also be no logical consequences for the aggressor that are fully
satisfactory: the misbehaving student will not be able to repair the
broken glasses and may not even be able to pay for new glasses for
the victim.

Another limitation of natural and logical consequences is that
their success depends on the motives of the misbehaving student. If
the student is seeking attention or acceptance by others, then the
consequences often work well. Bullying in order to impress others,
for example, is more likely to lose friends than to win them—so this
sort of bullying is to some extent self-limiting. If a student is seeking
power over others, on the other hand, then consequences may not
work well. Bullying in order to control others’ actions, for example,
may actually achieve its own goal, and its “natural” results (losing
friends) would not affect it. Of course, students may sometimes
act from combinations of motives, with the result that natural and
logical consequences may succeed, but only partially.
The third problem with natural and logical consequences is that
they can easily be confused with deliberate punishment (Kohn,
2006). The difference is important. Consequences are focused on
repairing damage and restoring relationships, and in this sense,
consequences focus on the future. Punishments, in contrast,
highlight the mistake or wrongdoing and in this sense focus on the
past. Consequences tend to be more solution-focused; punishments
tend to highlight the person who committed the act and to shame
or humiliate the wrongdoer.
Classroom examples of the differences are plentiful. If a student
is late for class, then a consequence may be that he or she misses
important information, but punishment may be that the teacher
scolds or reprimands the student. If a student speaks rudely to the
teacher, a consequence may be that the teacher does not respond to
the comment, or simply reminds the student to speak courteously.
A punishment may be that the teacher scolds the student in the
presence of other students, or even imposes detention (“Stay after
school for 15 minutes”).
We want to strive to resolve issues with students using natural
and logical consequences and avoid punishment. Punishment does
not teach, it is often not connected to the actual act, and it serves to
cause hard feelings on the part of the student towards the teacher

and this does not help to foster a positive and productive teacher/
student relationship, which we know is vital in learning.
In elementary school, taking away recess is often used as a
punishment for a wide variety of behaviors. Taking away recess,
however, usually never relates to the behavior of the student! I
beg you never to use this punishment with your students. First of
all, it does nothing to teach appropriate behaviors, and that is our
goal. Recess provides a valuable learning opportunity for students.
Students learn social skills such as problem-solving, how to enter
play, compromise, and many more through interaction on the
playground. We also know that movement is vital in learning and
children need the opportunity to move about and activate areas of
the brain that may have “gone to sleep”, as children spend extended
time sitting at a desk. There is also the motor development that
takes place as they jump, climb, throw a ball and all of the other
activities they engage in. While it’s often used, and is an easy “out”
for teachers, talk with students about behaviors and look to give
them positive strategies to follow rather than punishment for what
they have done. They need recess!
Conflict Resolution and Problem Solving
When a student misbehaves persistently and disruptively, you will

need strategies that are more active and assertive than the ones
discussed so far, and that lead to conflict resolution—the reduction
of disagreements that persist over time. The conflict resolution
strategies that educators and teachers advocate and use usually
have two parts (Jones, 2004).[7] First, the strategies involve a way
of identifying precisely what “the” problem is. Once this is done,
they require reminding the student of classroom expectations and
rules without apology or harshness, but with simple clarity and
assertiveness. When used together, the clarification and assertion
can not only reduce conflicts between a teacher and an individual

student, but also provide a model for other students to consider
when they have disagreements of their own.
Step 1: Clarify and identify the problem: Classrooms can be
emotional places even when its primary purpose is to promote
“thinking” rather than the expression of feelings as such. The
emotional quality can be quite desirable: it can give teachers and
students “passion” for learning and respect or even good feelings
for each other. But it can also cause trouble if students misbehave:
at those moments negative feelings—annoyance, anger,
discomfort—can interfere with understanding exactly what went
wrong and how to set things right again. Allow all involved to calm
down and then let each individual state their view of the problem.
If the issue is between two students, let each share their side of the
story. If the issue involves you and a student, let the student state
his view, and then you share yours.
Step 2: Active and empathetic listening: Diagnosing accurately the
conflict is necessary in order to resolve it. We need to use “Active
Listening”—attending carefully to all aspects of what a student says
and attempting to understand or empathize with it as fully as
possible, even if you do not agree with what is being said (Cooper
& Simonds, 2003). Active Listening involves asking a lot of questions
in order continually to check your understanding. It also involves
encouraging the student to elaborate or expand on his or her
remarks, and paraphrasing and summarizing what the student has
said in order to check your perceptions of what is being said. It is
important not to move too fast toward “solving” the problem with
advice, instructions, or scolding, even if these are responses that
you might, as a teacher, feel responsible for making. Responding
too soon in these ways can shut down communication prematurely,
and leave you with an inaccurate impression of the source of the
problem.
Depending on the issue, you may want to use Step 3 or skip this
and use Step 4. For most conflicts that involve two students, we will
use Step 4.
Step 3: Assertive discipline and “I” messages: Once you have

listened well enough to understand the student’s point of view, it
helps to frame your responses and comments in terms of how the
student’s behavior affects you as a teacher. The comments should
have several features:
• They should be assertive—neither passive and apologetic, nor

unnecessarily hostile or aggressive. State what the problem is,
as matter-of-factly as possible: “Joe, you are talking while I’m
explaining something,” instead of either “Joe, do you think you
could be quiet now?” or “Joe, be quiet!”
• The comments should emphasize I-messages, which are

comments that focus on how the problem behavior is affecting
the teacher’s ability to teach, as well as how the behavior
makes the teacher feel. They are distinct from you-messages,
which focus on evaluating the mistake or problem which the
student has created. An I-message might be, “Your talking is
making it hard for me to remember what I’m trying to say.” A
you-message might be, “Your talking is rude.”
• The comments should encourage the student to think about

the effects of his or her actions on others—a strategy that in
effect encourages the student to consider the ethical
implications of the actions (Gibbs, 2003). Instead of simply
saying, “When you cut in line ahead of the other kids, that was
not fair to them,” you can try saying, “How do you think the
other kids feel when you cut in line ahead of them?”
Step 4: Negotiating a solution: The steps so far describe ways of

interacting that are desirable, but also fairly specific in scope and
limited in duration. In themselves, they may not be enough when
conflict persists over time and develops a number of complications
or confusing features. A student may persist, for example, in being
late for class, in spite of diverse efforts by the teacher to modify
this behavior. Two students may persist in speaking rudely to each

other, even though the teacher has mediated this conflict in the
past. Or a student may fail to complete homework, time after time.
Because these problems develop over time, and because they may
involve repeated disagreements between teacher and student, they
can eventually become stressful for the teacher, for the student,
and for any classmates who may be affected. Their persistence
can tempt a teacher simply to announce or dictate a resolution—a
decision that may simply leave everyone feeling defeated, including
the teacher.
Often in these situations, it is better to negotiate a solution, which
means systematically discussing options and compromising on one
if possible. Negotiation always requires time and effort, though
usually not as much as continuing to cope with the original problem,
and the results can be beneficial to everyone. A number of experts
on conflict resolution have suggested strategies for negotiating with
students about persistent problems (Davidson & Wood, 2004). The
suggestions vary in detail but usually include some combination of
the steps we have already discussed above, along with a few others.
• Decide as accurately as possible what the problem is—Usually

this step involves a lot of the active listening described above.
• Brainstorm possible solutions, and then consider their

effectiveness—Remember to include students in this step;
otherwise, you are simply imposing a solution on others, which
is not what negotiation is supposed to achieve.
• Choose a solution, if possible by consensus—Complete

agreement on the choice may not be possible, but strive for it
as best you can. Remember that taking a vote may be a
democratic, acceptable way to settle differences in many
situations. If feelings are running high, however, voting has an
ironic by-product: it simply allows individuals to “announce”
their differences to each other and therefore maintain the
conflict.

• Pay attention later to how well the solution works—For many
reasons, things may not work out the way you or the students
hope or expect, and you may need to renegotiate the solution
at a later time.
Keeping Management Issues in Perspective
There are two messages from this chapter. One is that management
issues are important, complex, and deserve any teacher’s serious
attention. The other is that management strategies exist and can
reduce, if not eliminate, management problems when and if they
occur. We have explained what some of those strategies
are—including some intended to prevent problems from happening
and others intended to remedy problems if they do occur.
But there is a third message that this chapter cannot convey by
itself: that good classroom management is not an end in itself, but
a means for creating a climate where learning happens as fully as
possible. During the stress of handling problem behaviors, there is
sometimes a risk of losing sight of this idea. Quiet listening is never
a goal in itself, for example; it is desirable only because (or when)
it allows students to hear the teacher’s instructions or classmates’
spoken comments, or because it allows students to concentrate on
their work or assignments better. There may, therefore, actually be
moments when quiet listening is not important to achieve, such as
during a “free choice” time in an elementary classroom or during
a period of group work in a middle school classroom. As teachers,
we need to keep this perspective firmly in mind. Classroom
management should serve students’ learning, and not the other way
around.

Dig Deeper

the chapter.


10. What Makes an Effective
Teacher?
Here’s a question: Are you

teaching if students are not
learning? Professionals have
debated this idea for
generations. A common
definition of an effective
teacher is one who impacts
student learning.
If educators are tasked with
helping children learn, it is This image is licensed under CC0.
important to define learning.

Our brain was designed to question, explore and learn. We are born
with billions of neurons just waiting to be connected. Each
experience we have, throughout our lifetime, creates connections
or pathways between the neurons. Learning begins at birth and
continues throughout a lifetime.
In order for our brains to function effectively, it needs to have
the following: exercise, sleep, oxygen, hydration (water), and food.
We can have the best teacher in the world, but if the brain lacks
any of these, the brain will not function at full capacity. Think
about students who do not receive enough of one or more of these.
They are at a disadvantage from the second they step into the
classroom; before instruction even begins. There are many things
that educators can do in schools to provide for some of these basic
needs, but more importantly, it is important for educators to know
their students well to determine a missing piece.
There are three definitions of learning that are important to know
as you define effectiveness as a teacher.
What Makes an Effective

Teacher? | 165
1. Learning is a change in the neuron patterns of the brain.
2. Learning is the ability to use the information after a long
period of disuse.
3. Learning is the ability to use the information to problem solve,
and/or use it in a different manner or circumstance from
which it was learned.
Terry Doyle from Ferris State University says that “The one who
does the work is the one who does the learning.” Students have to
put work and effort into learning the material that is presented to
them. It doesn’t just flow into the brain and stay. The type of work
and the amount of effort will vary among our students. They will
have to work harder in some areas than others; you probably already
know that based on your own learning experiences. As teachers, we
have to help students discover what types of strategies will work for
them.
• Define learning as it relates to effectiveness as an

educator
• Identify the four domains of Danielson’s
Frameworks for Teaching and how they relate to
teacher effectiveness
• Describe what it meant by the teacher as a
“reflective decision maker”
166 | What Makes an Effective Teacher?

• Reflective teaching
• Scaffolding
• Zone of Proximal Development
• Classroom management
• Engagement
What do you think?
Cartoon owl sitting on a book is

licensed under CC0.
What words would you use to describe an effective

teacher?
An Effective teacher is__________________.
What Makes an Effective Teacher? | 167

An Effective Educator Understands Learning
Theories
As the brain takes in information, it will look for patterns, look for
similarities and differences, look for relationships and connect the
new information to what is already known. All of these will create
new brain connections and can result in learning. The information
goes into the short term memory, but in order for learning to take
place it has to make the transfer to long term memory. Here is how
the cycle works:
The teacher shares knowledge the students need to learn.
The student’s short term memory is activated and records
information that is important.
Neurons fire creating networks that represent the new
information
If the student does not use the information, or only uses it a few
times, the neuron-networks that represent that new information
will break apart and be lost.
If the information is used a great deal (reviewed, applied and
practices), the neuron networks form strong connections and
become part of long term memory and then…
LEARNING HAS TAKEN PLACE!
You can see that the student has to be actively involved in order
for learning to take place. Our responsibility is to help them
develop strategies for making this transfer from short-term
memory to long-term memory.
A very large factor in learning is repetition. Students have to
interact with the information over and over. Many of you do not sing
your ABCs every day, but if you were asked to, you probably could.
The reason is that you really did learn it several years ago. The
information made the transfer from short-term memory to long-
term memory. Just reading an assignment, or listening to a lecture,
is not enough to learn the information. We have to spend time
interacting with the material and in a variety of ways.

First off, we have to be certain the information we are trying to
learn is accurate. Neurons in the brain fire for misinformation as
well as accurate information. If you don’t understand an idea, or
have questions, be sure to ask them. Do not assume. If you do not
ask, you run the risk of studying information that is not correct or
of doing something incorrectly. Always be sure the information you
are studying is accurate, and that your students understand this
idea as well.
Second, students need to take the time to reflect. Ask how the
new information connects to what you already know. Search your
experiences and see if there is one that connects to this idea. You
can use it to help assimilate the new information. Look back over
how this information was presented to you and see if there are
any connections there that will help you remember. Ponder how
you might use this new information. Some students find keeping
a reflective journal an effective strategy for them to use when
processing new information. A journal is a tool that will allow them
to “think about” and reflect on the information. Keep in mind, this
may not be effective for everyone.
Another tool for transferring information from the short-term
memory to the long-term memory is review. Our review has to
begin immediately. We have to look the information over and create
strategies for studying. These will vary greatly among our students.
We have to help them discover what learning tools work for them.
For example, let’s look at learning spelling words. We have all had
the list of spelling words we needed to learn. We all had our own
way of doing it, but most of us just kept spelling the words over and
over. Again, this doesn’t work for everyone. Others find flashcards
helpful or drawing graphs and diagrams, writing songs or poems
with the concepts to be learned or creating games to play with
study buddies. Some students will highlight in their textbooks and
write notes in the margins. The bottom line is that students have to
find a way to review the information that works for them. In some
cases, we have to teach our students how to learn.
One review tool is a concept map. You may also know this as a

graphic organizer or web. All of these terms refer to basically the
same thing. It is a visual organization of material. As they create,
they are interacting with the material again (repetition) and then
they have a tool to use when they review the information.
Re-coding is a very effective tool in learning. Re-coding involves
writing the information you receive in your own words. Taking
notes is one way to re-code, as long as you are not copying word
for word from a text or PowerPoint. Keeping a learning journal is
another way to re-code information. Re-coding allows the student
to put the ideas in his/her own words and based on our own
experiences with the information. This improves learning. Don’t
memorize definitions; always read the definition and then write it
out in your own words. These are the words that you will remember
and understand. It will also help to make that transfer of
information from the short term memory to the long term memory.
Once again, they are interacting with the material a second or third
time and we know that repetition is a major key in learning. These
are the types of strategies you can teach your students.
Research is showing that movement is an important part of
learning. The more movement we can incorporate into a classroom,
the more likely our students are to stay focused. This is especially
important for younger children who have very limited attention
spans, and are naturally wired to move. Students who appear active,
or never seem to be able to sit still, are often moving to help keep
themselves focused. How many of you doodle while listening to
someone talk, or click a pen or tap a foot? This type of “fidgeting”,
whether you realize it or not, is helping your brain to stay focused
on the task. For students who are high in bodily-kinesthetic
intelligence, they need to move. However, students are often
punished in class for the very behaviors that will help them learn.
Technology has also robbed our children of opportunities to move,
yet it is a necessary part of our development.
A child’s mental development is based in part on his/her early
motor development. The brain begins to wire up its ability to
process information by wiring up the body’s systems of balance,

coordination, vestibular, and motor development. What makes us
move is also what makes us think. As the brain and body begin to
work together to process motor sequences and patterns such as
rolling over, crawling, walking, and jumping, the brain creates the
pathways used for processing sequences in reading and math.
Think about these things. The basic movements we learn as
children, rolling, crawling/walking, and jumping correspond with
the way information travels in the brain:
• side to side across the corpus

callosum
• back to front across the motor
cortex
• up and down from the bottom
to the top of the brain
Never Stop Learning graphic CC0
from pixabay.com Sometimes we have to “jump-
start” the brain by doing the
exercises I mentioned earlier. You can see how those simple
movements can help get the brain “talking to itself.”
We can support learning by incorporating movement into our
classrooms. Exercise balls have been shown to be very effective for
children who have the need to move. The balls are used in place
of a chair. The small movement that is needed to keep balanced on
the ball is enough to meet the child’s need to move. They can also
move a bit on the ball within their defined space. Allowing children
to doodle or fidget also helps. Some students even benefit from a
“fidget.” This is some object that students can “play with” while they
are listening, studying, and working. For example, a cushy ball to
squeeze, or a small ball to roll around in the hand.
You also want to think about activities you can put into place that
will allow students to move. Using a velcro dartboard with math
facts is one way to get students moving. They throw the velcro dart
and have to solve the problem it lands on. Labeling a beach ball with
the elements of a story and tossing the ball around. The elements

their hands land on when catching it are the elements they have
to explain or give examples of. These types of things will increase
the chances that this information will be transferred to long-term
memory.
An Effective Educator Understands About

Mindset
There is another significant factor in learning and that is an

individual’s mindset. Carol Dweck’s research identified two types of
mindsets: a growth mindset and a fixed mindset. These mindsets
influence how students view themselves as learners and influence
the amount of effort they put into their studies.
Growth mindset individuals believe their brains are malleable and
intelligence and abilities can be enhanced through hard work and
practice. They believe only time will tell how “smart” they are.
Fixed mindset individuals see intelligence as fixed; some people are
“smart” and others are not “smart.” They believe that no amount
of work or study will improve their abilities or increase their
knowledge. Both of these mindsets are reflected in the
performance of students. Let’s look at these ideas side by side.

GROWTH MINDSET FIXED MIN
Intelligence can be changed

Intelligence
See failure as something to grow from
Putting in e
Practice and effort will improve abilities
View them
Risks are necessary for growth
Avoid cha
Effort is necessary for growth and success
Make exc
Individuals know they can improve
Believe it
Take criticism as a way to learn and grow
Take criti
Learning is paramount!
You can see how the way in which you view yourself will impact
your ideas about learning and thus your practices. It’s vital that
we help students develop a growth mindset if they are going to be
successful.
Let’s look at the basic principle of learning. In order to learn,
we have to take a risk and in order to take that risk, we have to
feel safe both physically and emotionally. Most of our students
feel physically safe in their classrooms (there are always those
exceptions), but far fewer feel emotionally safe. They don’t
participate in discussions, answer questions, or sometimes even do
their work out of the fear of being wrong. Most of these students
will have a fixed mindset. They don’t see themselves as learners and
they don’t believe that any amount of work will make a difference.
They often shut down and do nothing because it is emotionally safer
that way. It is safer to do nothing than to do something and be
wrong, which means they then deal with the humiliation of failure.
They have often experienced a great deal of failure in the past and
they have now “shut down.” If someone does not step in and help
them experience success, they are doomed. It’s never too late to

help a student develop a growth mindset, but it will take time,
patience, and dedication.
Watch the following video about Mindset to learn more:

If we have any hope of these students into productive students

who participate in discussions, complete work, and make academic
progress we have to first help them experience success. This
requires a one-on-one conversation to discover the reason why
these things are happening. We then have to work to resolve the
issues the student has. They may mean we provide extra help to
the student individually, alter assignments for a period of time, work
with study buddies, or do whatever it will take for the student to
experience just a small amount of success. With each new success
comes more confidence. We then continue to build on that
success. We have to continue to challenge them, but keep the
support systems in place so they can continue to be successful.
Over time we will be able to remove some of those supports, but
in the process, they will be gaining strategies and tools they can
continue to use in their academic endeavors. They will also have
gained confidence and most of them will have changed their
mindset to one that more closely resembles a growth mindset. This
will make all the difference in their learning!
Learning is a complex process and we have to understand what
is involved, what works for our students, the challenges they face,
the emotional baggage they enter our classrooms with, as well as
understand them and find ways to help them be successful. We

have to be willing to go above and beyond, change the rules and
expectations now and then, and get rid of the notion of punishment,
and strive to teach!
An Effective Educator Understands How to

Reflect
As a teacher learns about how children learn, he/she can reflect on

how he/she is doing to help children learn. Reflective teaching is
one way that an educator can systematically reflect on data (test
scores, assignments, informal questions) to determine if he/she was
successful. It is important to think about all that goes into teaching
a lesson so that reflection can be centered on what might be going
well and what might need adjustment.
Danielson’s Framework for Teaching
Dr. Charlotte Danielson (2011) worked with others and current

research to define a framework to identify a teacher’s
responsibilities. Although they are not the only possible description
of practice, these responsibilities seek to define what teachers
should know and be able to do in the exercise of their profession.
In this framework, the complex activity of teaching is divided into
22 components clustered into the following 4 domains of teaching
responsibility:
• Domain 1: Planning and Preparation

• Domain 2: The Classroom Environment
• Domain 3: Instruction
• Domain 4: Professional Responsibilities

Each component defines a distinct aspect of a domain; two to five
elements describe a specific feature of a component. For example,
Domain 2, The Classroom Environment, contains five components.
Component 2a is Creating an Environment of Respect and Rapport,
which consists of two elements: “Teacher interaction with students”
and “Student interactions with other students.” This component
applies in some manner to all settings, as do all the other
components. But although teachers at all levels and in all subjects
establish rapport with and convey respect for their students, they
do so in different ways.
Danielson’s Framework for Teaching (FfT) is one way that

educators in many states have adopted a common language to talk
about the responsibilities in the classroom. States such as Arkansas
and Louisiana have adopted Danielson’s work in order to evaluate a
teacher’s success in the classroom.
Thoughts
Think about how you describe an effective teacher. Would these

four domains capture everything you are thinking about?


What Makes an Effective Teacher?
In this chapter, we reflected on three things that effective educators

need to understand. They need to understand how children learn
and grow, they have to learn about the impact of mindset on
learning, and finally, they need to know how to reflect on their own
practice. With these practices in place, educators will be on the
road to teacher expertise.

Dig Deeper

the chapter.
Danielson, C. (2011). Frameworks for Teaching. Alexandria, VA:
ASCD.


11. What Can a New Teacher
Expect?
Why do teachers teach? It is a

rather simple question,
however, the question “what is
a teacher,” must be addressed
first. Merriam-Webster’s
definition of a teacher is “one
whose occupation is to
instruct” (Merriam-Webster, This image by Barbar Facemire is
2008, para. 1). That is a rather licensed under CCO.
one-dimensional definition of a
teacher, as teachers these days offer so much more to the class than
just the information; they offer themselves. A collective definition of
a teacher is someone who “yearns to help children learn, watch
them grow, and make a meaningful difference in the world” (Teacher
Support Network, 2007, para. 2). This definition must be the main
reason why individuals pursue teaching as a career. Generally, the
pay is low to fair, but the overall rewards are much greater. As a
teacher, one can touch the hearts of the young and open their minds
in order to tap their thirst for knowledge.
178 | What Can a New Teacher

Expect?
• Discuss why the act of instructing students can be

a stumbling block for new teachers.
• Explain why new teachers often have difficulties
with parents who should be their natural allies.
• Summarize the chief strategies that can contribute
to a successful first year of teaching
• Culture shock
• Mentor
• Collaboration
Starting their career is for most people one of the most exciting
and energizing periods of their lives. For most young people, it
represents their unofficial entrance into the adult world. They are
often in a new environment with new people and challenges, and
they have real responsibilities. This is especially true for new
teachers.
For many, the transition into full-time teaching is relatively easy
and satisfying. For others, however, the first year is a struggle.
Some new teachers are shocked and disappointed by their initial
experience of being a teacher. For most, however, the first year of
teaching is a mixed bag of highs and lows. In this chapter, we try
to help prospective teachers anticipate some of the problems that
What Can a New Teacher Expect? | 179

lie ahead. All of the material comes directly from the experiences of
beginning teachers.
We have good news and bad news for you. First, the good news:
Forecasters predict that as a result of teacher retirement and
student enrollment growth, U.S. schools will need about 4 million
new teachers between 2013 and 2021.
People entering the teaching profession in the second decade of
the twenty-first century typically will have a rich variety of options
and opportunities from which to choose. So much for the good
news.
Now the bad news: The first year of teaching can be a rough
one—too rough for many beginners. Each year, many new teachers
walk into their classrooms with energy, high hopes, and rose-
colored glasses, only to face unexpected problems that cause them
to give up on teaching or radically lower their perceptions of their
capabilities as teachers.
Rather than ignoring or—even worse—sugarcoating these
problems, we focus on them, even at the risk of frightening some
readers. We do so because we believe “forewarned is forearmed,”
and many of the problems discussed in this chapter can be either
prevented or radically reduced in intensity. Further, new teachers
can actually find satisfaction in solving their problems and in
succeeding as professionals.
Surprise is a big part of the first year too. New teachers often
report their astonishment at this or that experience or event. The
first year is intense because of the unexpected demands and the
startling events that lurk in what was thought to be a familiar world:
the classroom. These surprises often come wrapped in everyday
boxes; some contain sweet treasures, and others hold booby traps.
These surprises could be organized in the following way:
• The School Environment

• What is the Role of an Administrator?
• Working with Your Fellow Teachers
• Preparing Your Instruction
180 | What Can a New Teacher Expect?

• Relationships with Students
• Partnering with Parents
In this chapter, we look at each of these categories and try to take

some of the surprises out of the first year of teaching. Our larger
intention, however, is to help you mobilize yourself by preparing
for the problems, developing your strengths, and shoring up your
weaknesses.
What do you think?
Cartoon owl sitting on a book is

licensed under CC0.


The School Environment
One of the first obstacles as a new teacher is understanding the

culture of the school. To manage this culture shock, first-year
teachers and those new to a school district may be required to go
through an orientation. This can help new teachers feel supported.
Whether or not a school provides this, there are a few things new
teachers can do to get to know their school better.
• Understand the families and community the school serves.

Teachers should learn about and prepare for common
challenges faced by students in their schools. For example,
some children from underserved communities may need help
with non-cognitive skills such as persistence and self-control
in order to succeed in school. Talking to administrators and
doing independent research can provide insight into what will
and won’t work with students, and may uncover surprising
resources.
• Check classroom readiness. New teachers should visit their
classrooms before school starts and run down a list. Are there
enough tables and chairs for the expected number of students
as well as a teacher’s desk? Does the overhead projector work?
Is there chalk and/or are there new markers and erasers for
the board? Teachers should make sure their classrooms are
fully functional; if not, they should alert school staff and make
sure problems are corrected.
• Learn safety procedures. Teachers should know all the safety
and emergency procedures in their school, from fire drills to
lockdowns. Kate Vlchek, a veteran teacher in Aurora, Colorado,
warns that new teachers may not receive any hands-on
training — just a faculty handbook. Teachers should review
these procedures carefully and ask questions to make sure
they understand.

What is the Role of the Administrator?
A school administrator, also

known as the school principal,
is the steward of learning and
managing supervisor of their
school. They provide vision and
leadership to all stakeholders in
the school and create a safe and
peaceful environment to This image is licensed under CCO.
achieve the mission of learning
and educating at the highest level. They guide the day-to-day
school business and oversee all activities conducted by the school.
They bear the responsibility of all decision-making and are
accountable for their efforts to elevate the school to the best level
of learning achievements for the students, best teaching skills for
the teachers, and best work environment for support staff.
There are many ways a school administrator can be a wonderful
partner for a new teacher.
1. Help new teachers find a good mentor

2. Balance the new teacher’s workload
3. Meet with new teachers
4. Be supportive of disciplinary issues
5. Be supportive when parent problems happen
6. They make new teachers a part of their team
Working with your Fellow Teachers
A number of studies have concluded that induction programs can

reduce teacher turnover, improve teacher practice, and lead to
student success provided the programs are job-embedded and
include appropriate mentoring. Fellow teachers provide the

support and mentoring needed when first starting a new position.
Finding the right mentor for you is essential. Author, Jennifer
Gonzalez, encourages “finding your marigold.” Read this short piece
about selecting mentors to help you:
https://www.cultofpedagogy.com/marigolds/.
Preparing Your Instruction
In Chapter 5, we discussed the school curriculum and what is taught

in schools. As new teachers begin to plan the lessons they can be
overwhelmed by options. With little experience in the classroom, it
is hard to know just how to plan a lesson or what lessons will look
like over the course of a year. For an inside look at this obstacle
and what new teachers can do to help, read the blog “Countdown to
Your First Year, What are Students Supposed to Learn?”
Relationships with Students
Earlier on in this resource, we learned a lot about building

relationships with students. For more on the power of relationships
with students, watch the following short video:


Partnering with Parents
Partnering with parents can be a challenge for new teachers. Often

this is the first time that the new teacher has had the chance to
meet with parents on their own. For timely suggestions on how to
build positive relationships, read the article “A Strategy for Building
Positive Partnerships with Parents.”
Teacher Induction
A number of studies have concluded that induction programs can

reduce teacher turnover, improve teacher practice, and lead to
student success provided the programs are job-embedded and
include appropriate mentoring (Smith & Ingersoll 2004, Howe 2006,
Wang et al. 2008; Darling-Hammond et al. 2009). According to Howe
(2006), the best teacher induction programs are located in Australia,
Britain, Canada, France, Germany, Japan, New Zealand, and the
United States. They have revealed some common attributes that can
be instructive for both expert teachers and new teachers. Examples
are extended internship programs, specially trained mentors,
comprehensive in-service training, reduced teaching assignments
for beginning teachers, and emphasis on assistance rather than
assessment (Howe, 2006). According to Cherubini (2007) research
also suggests that the successful induction of new teachers depends
upon having a collegial and collaborative environment in the school
(Duncan-Poitier, 2005; Feiman-Nemser, 2003; Ohio Department of
Education, 2004; Olebe, 2005).
Successful Induction Practice
What is induction? Induction is the support and guidance provided

to novice teachers and school administrators in the early stages of
their careers. Induction encompasses orientation to the workplace,
socialization, mentoring, and guidance through beginning teacher
practice.
The first year of teaching is difficult. New teachers recognize
that each year. The most difficult part of the first-year induction
process is not by having communicated the tangible procedures,
but rather not communicating the morass of undocumented rules
and attitudes that comprise institutional culture. (Gregory, 1998)
During this induction phase, employers and employees begin
relationships that are of fundamental importance in setting
standards and behavioral patterns. Induction requires “far more
than just a traditional ‘information dump’ if it is to be successful.
(Gregory, 1998, p. 17)
Successful induction practices have three main objectives: 1. to
help new employees settle into their environment, 2. to help them
understand their responsibilities, and 3. to ensure that the
organization receives the benefits of a well-trained and highly
motivated employee as quickly as possible. (Gregory, 1998) Toward
this end, many workplaces appoint a “guide”, “peer-coach”, or
“buddy” for the first few weeks. These identified individuals can be
significantly more effective if they make a genuine commitment to
the values of the institution and the well-being of the new teacher.
When considering the teacher induction process, it is important
for one to delineate among the various components. For example,
the “guides” are usually called mentors, and beginning teachers are
typically referred to as novices. This mentor-novice relationship is
often the focal point of many state and local induction programs.
The induction process typically involves three common
evolutionary stages: preparation, orientation, and practice.
Although these three stages have similar meanings in educational
settings, they often have different connotations. The following
“definition of terms” will delineate between these stages.

Thoughts
Become a new teacher takes energy and the ability to access

resources needed to grow as a professional. New teachers reflect
on what they do and find ways to learn as they grow. For a resource
on tips for growing as a professional, finish the chapter by reading
the following article “4 Tips for New Teachers on Building a Strong
Career Foundation.”
As you prepare for a career in education, watch the following
video with these questions in mind:
1. What is one takeaway from this look into a new teacher’s life?
2. What surprises you?


Dig Deeper

the chapter.
Cherubini, L. (2007). Speaking up and speaking freely: Beginning
teachers’ critical perceptions of their professional induction. The
Professional Educator, 29(1), 1-12.
Darling-Hammond, L., Chung Wei, R., Andree, A., Richardson, N.,
and Orhanos, S. (2009). Professional learning in the learning
profession: A status report on teacher development in the United
States and abroad. N.p.: National Staff Development Council.
Smith, T. and Ingersoll, R. (2004). What are the effects of induction
and mentoring on beginning teacher turnover? American
Educational Research Journal, 41(3), 681-714.
Howe, E. R. (2006). Exemplary teacher induction: An international
review. Educational Philosophy and Theory, 38(3), 287-29.

Assessment” licensed under CC BY-SA 4.0; “Induction Strategies for
New Teachers”

References
Chapter 1
Anders, B. (2008, Feb, 2). “Why Do Teachers Teach? ” In By Alyschia Conn.

Email
Daily Egyptian. (2005, November 17). Appreciate the Good Teachers. Daily
Egyptian.
Liston, D. P., & Garrison, J. W. (2003). Teaching, Learning, and Loving:
Reclaiming Passion in Educational Practice. New York, NY: Routledge
Merriam-Webster. Teacher. Merriam-Webster Online. Retrieved January 30,
2008, from http://www.m-w.com/dictionary/teacher
Morris, L. (2007). Joy, passion, and tenacity: A phenomenological study
of why quality teachers continue to teach in high-challenge urban
elementary schools. (AAT 3263427), 102. Retrieved February 2, 2008,
from http://proquest.umi.com/
pqdweb?did=1320955561&sid=4&Fmt=2&clientld=3505&RQT=309&VNa
me =PDQ ProQuest.
Teachers are Important. (1998, May). Gainesville Sun. Retrieved February 1,
2008, from http://www.afn.org/~alilaw/Published/teachers.html
Teachers Support Network. Why Become a Teacher?
Training and Developing Agency For Schools. Beth Ashfield, Maths Teacher.
TDA.
Training and Developing Agency for Schools. How Does Your Job Make You
Feel? TDA.
Training and Developing Agency For Schools. Paul Keogh, Modern
Languages teacher. TDA.
References | 189
Chapter 2
Gatto, John Taylor. (2005) Dumbing us Down: The Hidden Curriculum of

Compulsory Schooling. (Rev. ed.). Canada: New Society Publishers
Haselhurst, Geoff. (2007) Philosophy of Education. Retrieved September
19, 2007 from http://www.spaceandmotion.com/Philosophy-
Education.htm
Hirsch, E.D. Jr. (2006). The Knowledge Deficit. Boston: Houghton Mifflin
Company.
King, Martin Luther Jr. (1947). The Purpose of Education. Retrieved
September 19, 2007 from http://www.drmartinlutherkingjr.com/
thepurposeofeducation.htm
Kohn, Alfie. (2004). What Does it Mean to Be Well Educated? Boston: Beacon
Press.
Postman, Neil. (1995). The End of Education. New York: Vintage Books.
Roser, Max; Ortiz-Ospina, Esteban (2019). “Primary and Secondary
Education”. Our World in Data. Retrieved 24 October 2019.
Chapter 3
Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004)

Teachers are Important. (1998, May). Gainesville Sun. Retrieved February 1,
2008, from http://www.afn.org/~alilaw/Published/teachers.html
Chapter 4
Bullough Jr., Robert (2005). Uncertain Lives, Children of Promise, Teachers of

Hope. New York. Teachers College Press.
190 | References
Cooper, Ryan. (2007). Those Who Can, Teach ( 11th ed. ). Boston, New York:
Houghton Mifflin Company.
Epstein, Joyce L. & Henry Jay Becker (1982. Teachers’ Reported Practices of
Parent Involvement: Problems and Possibilities. The Elementary School
Journal, 83,p.105-107.
Kaplan, Paul S. A Child’s Odyssey. USA. Wadsworth/Thomson Learning
United States Department of Education. (2005). 27th Annual Report to
Congress on the implementation of the Individuals with Disabilities
Education Act. Washington, D.C.: Author.
Chapter 5
Cooper, P. & Simonds, C. (2003). Communication for the classroom teacher,

7th edition. Boston: Allyn & Bacon.
Kail, Robert V., & Cavanaugh, John C. (2007). Human Development: A Life-
Span View ( 4th ed.). Canada: Thomson Learning, Inc.
Ornstein, A. and Daniel Levine. (2003). Foundations of education (8th ed.).
Boston: Houghton Mifflin Company.
Roberson, T. (2000 September 29). Philosophy of philosophy: making the
connection between philosophy and pedagogy for preservice teachers
(Paper presented at Meeting for the Society for Philosophy and History
of Education, Biloxi, MS, 2000.
Sherman, Thomas M., & Kurshan, Barbara L. (2005). Constructing Learning:
Using Technology to Support Teaching for Understanding, 32, 10-13.
Retrieved February 18, 2008, from ERIC database.
teach. (n.d.). Dictionary.com Unabridged (v 1.1). Retrieved February 3, 2008,
from Dictionary.com website: http://dictionary.reference.com/
browse/teach
References | 191
Chapter 6
Chmielewski, Anna (2014). “An International Comparison of Achievement

Inequality in Within- and Between-School Tracking Systems”.
American Journal of Education. 120 (3): 293–324. doi:10.1086/675529.
S2CID 144371996.
Triventi, Moris; Kulic, Nevena; Skopek, Jan; Blossfeld, Hans Peter (2016).
Models of Secondary Education and Social Inequality: An International
Comparison. eduLIFE Lifelong Learning series. pp. 3–24.
Tomlinson, C.A. (2015). The Differentiated Classroom: Responding to the
Needs of All Learners. Alexandria, VA: ASCD.
Chapter 7
Bogdan, D. (2006). Who may be literate? Disability and resistance to the

cultural denial of competence. American Educational Research Journal,
43(2), 163-192.
Bogdan, D., Attfield, R., Bissonnette, L., Blackman, L., Burke, J.,
Mukopadhyay, T., & Rubin, S. (Eds.). (2005). Autism: The myth of the
person alone. New York: New York University Press
Carothers, D. & Taylor, R. (2003). Use of portfolios for students with autism.
Focus on Autism and Other Developmental Disorders, 18(2), 121-124.
Education Administrators. (n.d.). Retrieved August 15, 2018, from
http://www.bls.gov.
Education Commission of the States. (1999). Governing America’s Schools:
Changing the Rules. Denver, CO: Education Commission of the States.
Federal Role in Education. (n.d.). Retrieved August 15, 2018 from
http://www.ed.gov.
Howe, K. (1986). A Conceptual Basis for Ethics in Teacher Education. Journal
of Teacher Education, 37(May-June), 6.
Hutchings, T. (2016). Protecting the Profession — Professional Ethics in the
192 | References
Classroom. Educational Testing Service. https://www.ets.org/s/
proethica/pdf/real-clear-articles.pdf
Keller, H. (1952). The story of my life. New York: Doubleday.
Koretz, D. & Barton, K. (2003/2004). Assessing students with disabilities:
Issues and evidence. Assessment and Evaluation, 9(1 & 2), 29-60.
March, James G. (1978). The School Review, Vol. 86, No. 2. In American Public
School Administration: A Short Analysis.
Public Law 93-112, 87 Stat. 394 (Sept. 26, 1973). Rehabilitation Act of 1973.
Washington, D.C.: United States Government Printing Office.
Public Law 101-336, 104 Stat. 327 (July 26, 1990). Americans with Disabilities
Act of 1990. Washington, D.C.: United States Government Printing
Office.
Public Law 108-446, 118 Stat. 2647 (December 3, 2004). Individuals with
Disabilities Education Improvement Act. Washington, D.C.: United
States Government Printing Office.
Pullin, D. (2005). When one size does not fit all: The special challenges of
accountability testing for students with disabilities. Yearbook of the
National Society for Studies in Education, 104(2), 199.
Robinson, W. (1982). Critical essays on Phillis Wheatley. Boston: Hall
Publishers.Wesson, C. & King, R. (1996). Portfolio assessment and
special education students. Teaching Exceptional Children, 28(2),
44-48.
Tustin, R., & Chapel, L. (2016). Teachers’ Rights in the Classroom. Study.Com.
https://study.com/academy/lesson/teachers-rights-in-the-
classroom.html
West, L., Corbey, S., Boyer-Stephens, A., Jones, B. Miller, R., & Sarkees-
Wircenski, M. (1999). Integrating transition planning into the IEP
process, 2nd edition. Alexandria, VA: Council for Exceptional Children.
Chapter 8
Tomlinson, C.A. (2015). The Differentiated Classroom: Responding to the

Needs of All Learners. Alexandria, VA: ASCD.
References | 193
Wexler, N. (2019) Elementary Education has Gone Terribly Wrong.
https://www.theatlantic.com/magazine/archive/2019/08/the-radical-
case-for-teaching-kids-stuff/592765/
Chapter 9
Black, P., Harrison, C., Lee C., Marshall, B., & Wiliam, D. (2004). Working
inside the black box: Assessment for learning in the classroom. Phi
Delta Kappan, 86(1), 8-21.
Danielson, C. (2011). Frameworks for Teaching. Alexandria, VA: ASCD.
Chapter 10
Benson, B. & Barnett, S. (2005). Student-led conferencing using showcase

portfolios. Thousand Oaks, CA: Corwin Press.
Bothmer, S. (2003). Creating the peaceable classroom. Tuscon, AZ: Zephyr
Press.
Britt, T. (2005). Effects of identity-relevance and task difficulty on task
motivation, stress, and performance. Motivation and Emotion, 29(3),
189-202
Brookfield, S. (2006). The skillful teacher: On technique, trust, and
responsiveness in the classroom, 2nd edition. San Francisco: Jossey-Bass
Chesebro, J. (2003). Effects of teacher clarity and nonverbal immediacy on
student learning, receiver apprehension, and affect. Communication
Education, 52(2), 135-147.
Cooper, P. & Simonds, C. (2003). Communication for the classroom teacher,
7th edition. Boston: Allyn & Bacon.
Davidson, J. & Wood, C. (2004). A conflict resolution model. Theory into
Practice, 43(1), 6-13.
Emmer, E. & Stough, L. (2001). Classroom management: A critical part of
194 | References
educational psychology, with implications for teacher education.
Educational Psychologist, 36(2), 103-112.
Heimann , M. Strid, K., Smith , L., Tjus , T., Ulvund , S. & Meltzoff, A. (2006).
Exploring the relation between memory, gestural communication, and
the emergence of language in infancy: a longitudinal study. Infant and
Child Development, 15(3), 233-249.
Gibbs, J. (2003). Moral development and reality: Beyond the theories of
Kohlberg and Hoffman. Thousand Oaks, CA: Sage.
Good, T. & Brophy, J. (2002). Looking in classrooms, 9th edition. Boston: Allyn
& Bacon.
Guerrero, L. & Floyd, K. (2005). Nonverbal communication in close
relationships. Mahwah, NJ: Erlbaum.
Jones, T. (2004). Conflict resolution education: The field, the findings, and
the future. Conflict Resolution Quarterly, 22(1-2), 233-267.
Jones, V. & Jones, L. (2006). Comprehensive classroom management: Creating
communities of support and solving problems, 6th edition. Boston: Allyn
& Bacon.
Kohn, A. (2006). Beyond discipline: From compliance to community. Reston,
VA: Association for Supervision and Curriculum Development.
Kounin, J. (1970). Discipline and group management in classrooms. New York:
Holt, Rinehart & Winston.
Marks, L. (2003). Instructional management tips for teachers of students
with autism spectrum disorder. Teaching Exceptional Children, 35(4),
50-54.
Marsh, A., Elfenbein, H. & Ambady, N. (2003). Nonverbal “accents”: cultural
differences in facial expressions of emotion. Psychological Science, 14(3),
373-376.
Marzano, R. & Marzano, J. (2004). The key to classroom management.
Educational Leadership, 62, pp. 2-7.
McCafferty, S., Jacobs, G., & Iddings, S. (Eds.). (2006). Cooperative learning
and second language teaching. New York: Cambridge University Press
Moritz, J. & Christie, A. (2005). It’s elementary: Using elementary portfolios
with young students. In C. Crawford (Ed.), Proceedings of the Society
for Information Technology and Teacher Education International
Conference 2005 (pp. 144-151).
References | 195
Nations, S. & Boyett, S. (2002). So much stuff, so little space: Creating and
managing the learner-centered classroom. Gainesville, FL: Maupin
House
Reynolds, A. (1992). What is competent beginning teaching? Review of
Educational Research, 62(1), 1-35.
Stevens, B. & Tollafield, A. (2003). Creating comfortable and productive
parent/teacher conferences. Phi Delta Kappan, 84(7), 521-525.
Stiggins, R. & Chappuis, J. (2005). Using student-involved classroom
assessment to close achievement gaps. Theory into Practice 44(1), 11-18.
Thorson, S. (2003). Listening to students: Reflections on secondary classroom
management. Boston: Allyn & Bacon.
Turiel, E. (2006). The development of morality. In W. Damon, R. Lerner, & N.
Eisenberg (Eds.), Handbook of child psychology, vol. 3, pp. 789-857. New
York: Wiley.
Van Meerionboer, J., Kirschner, P., & Kester, L. (2003). Taking the cognitive
load off a learner’s mind: Instructional design for complex learning.
Educational Psychologist, 38(1), 5-13.
Weinstein, C., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a
conception of culturally responsive classroom management. Journal of
Teacher Education, 55(1), 25-38.
White, C. (2005). Student portfolios: An alternative way of encouraging
and evaluating student learning. In M. Achacoso & N. Svinicki (Eds.),
Alternative Strategies for Evaluating Student Learning (pp. 37-42). San
Francisco: Jossey-Bass.
Chapter 11
Cherubini, L. (2007). Speaking up and speaking freely: Beginning teachers’

critical perceptions of their professional induction. The Professional
Educator, 29(1), 1-12.
Chmielewski, Anna (2014). “An International Comparison of Achievement
Inequality in Within- and Between-School Tracking Systems”.
196 | References
American Journal of Education. 120 (3): 293–324. doi:10.1086/675529.
S2CID 144371996.
Darling-Hammond, L., Chung Wei, R., Andree, A., Richardson, N., and
Orhanos, S. (2009). Professional learning in the learning profession: A
status report on teacher development in the United States and abroad.
N.p.: National Staff Development Council.
Howe, E. R. (2006). Exemplary teacher induction: An international review.
Educational Philosophy and Theory, 38(3), 287-29.
Smith, T. and Ingersoll, R. (2004). What are the effects of induction and
mentoring on beginning teacher turnover? American Educational
Research Journal, 41(3), 681-714.
All images and graphics, unless noted, contain no known copyright. They
are marked as CC0 or Public Domain on Pixabay, Pexels and the
Centers for Disease Control and Prevention.
References | 197
Versioning and Update
History
Versioning and Update History
198 | Versioning and Update History

July 2022 Broken Links Corrected

Introduction To Education 1674244495

Uploaded by

Copyright:

Available Formats

Introduction To Education 1674244495

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Introduction To Education 1674244495

Uploaded by

Copyright:

Available Formats

Introduction to Education

JENNIFER BEASLEY AND MYRA

Adapted from Education 2010: Introduction to Education licensed

Part I. Foundations of Schools and Their

Part II. Teachers and the Profession

7. What are the Ethical and Legal Issues in Schools? 77

Versioning and Update History 198

The book “Introduction to Education” was written to be used as

How to Use this Book

Jennifer Beasley has more than

Myra Haulmark began her 25

Foundations of Schools and Their

Why do teachers teach? It is a

Objectives and Key Terms

In this chapter, readers will…

Key terms in the chapter are…

The Educator Pathway

There are multiple pathways to becoming a teacher, but it can be

More information can be found on the Department of Elementary

Cartoon owl sitting on a book

An interactive H5P element has been excluded from this

2018-2019 Teacher Salary Benchmark Report or Educator Pay and

Researchers have identified a set of occupational rewards that can

There are multiple factors in deciding to become a teacher. For

“Every person is unique and

No one knows this better than

Why do teachers teach?

To address the opening question, “Why do teachers teach?”, the

Read the following scenarios, How would you characterize their

Watch the following video with this question in mind: Is this

One or more interactive elements has been excluded

The following resources are provided when “digging deeper” into

Modified from “Foundations of Education and Instructional

What is the Purpose of School?

What is the purpose of school? Neil Postman said that “without a

What is the purpose of school | 13

In this chapter, readers will…

• Understand the basic purposes of school

Key terms in the chapter are…

Before landing upon a definition for school, it is important to

14 | What is the purpose of school

What do you think?

Cartoon owl sitting on a

Schooling vs. Education Sort

An interactive H5P element has been excluded from this

What is the purpose of school | 15

What makes a good school culture? Shafer (2018) noted that it

“In a strong culture, there are many, overlapping, and

Is School for Knowledge?

If asked, most people would say that the purpose of school is to

What is the purpose of school | 17

“It seems to me, that education has a two-fold

It is argued that anything learned in school could be learned on your

18 | What is the purpose of school

Not everyone has the opportunities or wants to go to college.

Is School for Socialization?

“Schooling at its best can be about how to make a life,

Einstein said that the school’s responsibility is to educate the

What is the purpose of school | 19