In any endeavor, it is difficult to know what excellence is without knowing what excellence looks like. Linking theory and practice, Those Who Can: Why Master Teachers Do What They Do illustrates what instructional excellence "looks like" by detailing what elite instructors do and as importantly, why their pedagogical choices lead to uncommonly good student results.
In any endeavor, it is difficult to know what excellence is without knowing what excellence looks like. Linking theory and practice, Those Who Can: Why Master Teachers Do What They Do illustrates what instructional excellence "looks like" by detailing what elite instructors do and as importantly, why their pedagogical choices lead to uncommonly good student results.
Neil Bright is a retired Assistant Superintendent for Curriculum and Instruction, a former faculty union officer and chief negotiator, a college professor of Psychology and Government, a staff developer, and a teacher of students from fifth grade through high school seniors. Currently a writer and student teacher supervisor in New York's Catskill Mountains, he was nominated for the Dean's Award as distinguished county educator, was named outstanding district instructor, and gained semifinalist recognition for the New York State Teacher of the Year competition in 1992.
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1. PREFACE 2.INTRODUCTION 3. PRACTICE ONE: CLARIFYING VISION 4. PRACTICE TWO: UNIFYING VISION 5. PRACTICE THREE: "PERFORMING" INSTRUCTION 6.PRACTICE FOUR: HOLDING STUDENTS ACCOUNTABLE 7. PRACTICE FIVE: ACCEPTING INSTRUCTIONAL RESPONSIBILITY 8. PRACTICE SIX: MONITORING THOUGHTS 9. PRACTICE SEVEN: MONITORING ACTIONS 10. PRACTICE EIGHT: MAINTAINING DISCIPLINE 11.PRACTICE NINE: QUESTIONING SKILLFULLY 12. PRACTICE TEN: MODELING WHAT MATTERS 13. PRACTICE ELEVEN: PROMOTING EFFORT BELIEF 14. PRACTICE TWELVE: UNDERSTANDING MOTIVATION 15. PRACTICE THIRTEEN: PARTNERING WITH PARENTS 16. PRACTICE FOURTEEN: INTERNALIZING KAIZEN 17. BEGINNINGS 18. REVIEWING THE ESSENTIAL PRACTICES OF MASTER TEACHERS 19. APPENDIX 20. REFERENCES 21. INDEX
