Teaching, Bearing the Torch 2/e   Pamela J. Farris
	For the Student

Those who choose to enter the teaching profession must keep in mind not just the idealistic concept of wanting to teach to make a difference in the world, but also more grounded facts such as those pointed out in Chapter 11:

• The length of a typical workday
• The amount of stress innate to the profession
• The need for a positive attitude
• The necessity of being goal-oriented
• The vital importance of competent classroom management skills

After reading Chapter 11, you should be able to:

• Explain the difference between the amount of time teachers are required to spend at work, and how much time they actually work.
• Describe the physical and emotional effects of stress.
• Identify and describe various methods that teachers may use to either avoid or cope with stress.
• Describe the most stressful aspects of teaching.
• Identify and describe Friedman's types of difficult people, and explain how best to deal with each.
• Identify the main issues in classroom organization.
• Explain the importance of parent involvement in the classroom.
• Identify the main issues of time and paper management.

Quiz Questions for Chapter 11

Quiz Help! Check here for related page references and feedback.

SUGGESTED ACTIVITIES

1. Window shop on the web for various types of computer software designed to assist teachers (see p.485-487 in the Student Resource Guide).

2. Look on the web for articles related to stress-related illnesses and stress relief techniques.

3. Visit a teacher chat room (see Other Sites to Explore) and ask experienced teachers how they deal with difficult colleagues.

4. Create your own web page concerning helpful hints for classroom organization and time management.

5. Determine which subject you are the most concerned about teaching and research teaching strategies on the website for that subject's national organization.

OTHER SITES TO EXPLORE (also see p.304!)

http://www.ncrel.org/cscd/newlead/lead12/1-2n.htm
Responsibility and Results (regarding ownership vs. blame)
Leaders for Tomorrow's Schools, a component of a website by the North Central Regional Educational Laboratory explores the concept that we all must accept responsibility for the state of schools today.
Textbook links: see pages 297-300.

http://www.pacificnet.net/~mandel/
Teachers Helping Teachers
Teachers, For Teachers is a free, non-profit service. It costs nothing to access the information, and no money is made from teachers who contribute. This edition of the website provides educational resources, a chat room, and includes some strategies for stress reduction.
Textbook links: see pages 287-292.

http://www.legalpadjr.com/partner/teachers/no7.htm
Teachers' Lounge: Be a Goal Setter
This site furnished by Partnership for Schools includes a lesson plan on how to teach goal-setting. It includes resources online and a chat room.
Textbook links: see pages 300-301.

http://www.summitnet.com/tigertracks/mar96/teacher.htm
Why Do Teachers Teach?
This website features a cooperatively-written student essay about the reasons several of their teachers chose to enter the teaching profession.
Textbook links: see pages 283-296

OTHER RESOURCES

Ayers, W. 1993. To teach, the Journey of a Teacher. New York: Teachers College Press.

Flake, C.L., T. Kuhs, A. Donnelly, and C. Ebert. 1995. Reinventing the Role of Teacher: Teacher as researcher. Phi Delta Kappan 76 (5): 405-7.

Girdano, D.A., G.S. Everly, and D.E. Dusek. 1990. Controlling stress and tension. Englewood Cliffs, NJ: Prentice Hall.

Teeter, A.M. 1995. Learning about teaching. Phi Delta Kappan 76 (5): 360-64.

Woolfolk, R.L., and P.M. Lehrer. 1984. Principles and practices of stress management. New York: Guilford Press.

Zehm, S.J., and J.A. Kottler. 1993. On being a teacher: The human dimension. Newbury Park, CA: Corwin Press.