By: Linda Froschauer and Mary L. Bigelow
|$26.36 - Member Price |
$32.95 - Nonmember Price
Rise and Shine: A Practical Guide for the Beginning Science Teacher
|Type of Product:||NSTA Press Book (also see downloadable PDF version of this book)
|Grade Level:||Elementary School, Middle School, High School
|Read Inside:||Read a sample chapter: The First Week of School
Extras page for Rise and Shine
Our reviewers—top-flight teachers and other outstanding science educators—have determined that this resource is among the best available supplements for science teaching.
[Read the full review]
Rise and Shine provides a friendly support system that new science teachers can turn to in their first days, months, and even years in the classroom. This easy-to-read book offers plenty of helpful techniques for managing the classroom, maintaining discipline, and working with parents. But it also covers important topics unique to science teaching, such as setting up a laboratory, keeping the classroom safe, and initiating inquiry from the first day. Sprinkled throughout the book is candid advice from seasoned science teachers who offer both useful strategies and warm reassurance. Rise and Shine is designed to help preservice teachers, those in the first few years of teaching (regardless of grade level), and those who may be entering a new situation within the teaching field. If you need a mentor—or if you are a mentor or instructor who wants to support beginning science teachers—this book is for you.
(mouse over for full classification)
|Intended User Role:||Elementary-Level Educator, High-School Educator, Middle-Level Educator, Teacher
Chapter 1: Off to a Good Start
Your Role as a Teacher
Your Role as a Team Member
Your Role in the Learning Community
I Chose Science Teaching Because …
Your Teaching Philosophy
Chapter 2: Before You Open the Classroom or Lab Door for Students
Meet the People Who Are Important to You in Conducting Your Job
Know the Curriculum
Explore Your Environment
Know Your Technology
Read Your Teacher Handbook
Study Your Schedule and Class List
Examine Your Inventory of Materials and Equipment
Make “Safety First” Your Motto
Create a Positive and Inviting Classroom Environment for Learning
Consider the Classroom or Lab Arrangement
Chapter 3: The First Week of School
First Day Fears
The First Day Celebration
First Week Orientation
Getting to Know Your Students
Your Professional Appearance
Chapter 4: Creating an Environment for Learning
Chapter 5: Safety in the Laboratory
The Role of the Science Teacher in Safety
Your Classroom or Lab
Safety Contracts and Student Orientation
Lab Equipment and Supplies
Chapter 6: Your Attitude Matters
Qualities of an Effective Teacher
Some Other Qualities to Keep in Mind
Self-Care: Your Physical and Mental Health
Passion for Your Subject and Your Students
Chapter 7: Teaching Strategies
Motivating Your Class
The Essentials in Developing Lessons
Science Reading and Writing
Boosting Science Vocabulary
Cooperative Learning Groups
Answering “Why Do We Have to Learn This?”
Teaching Study Strategies
The Use of Technology
Class Starters and Wrap-Up
Preparing for a Substitute
Chapter 8: Assessment Literacy
Purpose of Assessments
Providing Informative Feedback
Indicating Level of Success
Chapter 9: Creating Professional Development Opportunities
Developing a Plan
Professional Learning Communities
Utilizing Community Resources
Chapter 10: Parents as Partners
Comments on Report Cards
Dealing With Political and Volatile Agendas
Chapter 11: Finding Support
Know Your Team and Department
Chapter 12: Preparing for Your Evaluation
Reflection and Self-Evaluation
Chapter 13: End-of-Year Activities and Reflections
End-of-Year Activities and Reflections
End-of-Year Learning Activities
The Year in Review
Customers who bought this item also bought
National Standards Correlation
This resource has 29 correlations with the National Standards.
- Context of Professional Development
- Learning Communities
- Organizes adults into learning communities whose goals are aligned with those of the school and district. (NSDC)
- Provide opportunities for teachers to receive feedback about their teaching and to understand, analyze, and apply that feedback to improve their practice. (NSES)
- Provide regular, frequent opportunities for individual and collegial examination and reflection on classroom and institutional practice. (NSES)
- Provide opportunities for teachers to learn and use various tools and techniques for self-reflection and collegial reflection, such as peer coaching, portfolios, and journals. (NSES)
- Support the sharing of teacher expertise by preparing and using mentors, teacher advisers, coaches, lead teachers, and resource teachers to provide professional development opportunities. (NSES)
- Process Standards for Professional Development
- Uses multiple sources of information to guide improvement and demonstrate its impact. (NSDC)
- Options that recognize the developmental nature of teacher professional growth and individual and group interests, as well as the needs of teachers who have varying degrees of experience, professional expertise, and proficiency. (NSES)
- Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching. (NSES)
- Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (NSES)
- Build on the teacher's current science understanding, ability, and attitudes. (NSES)
- Applies knowledge about human learning and change. (NSDC)
- Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
- Provides educators with the knowledge and skills to collaborate. (NSDC)
- Encourage and support teachers in efforts to collaborate. (NSES)
- Content Standards
- Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (NSDC)
- Family Involvement
- Provides educators with knowledge and skills to involve families and other stakeholders appropriately. (NSDC)
- Teaching Standards
- Teachers of science plan an inquiry-based science program for their students.
- Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
- Develop a framework of yearlong and short-term goals for students.
- Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
- Work together as colleagues within and across disciplines and grade levels.
- Teachers of science guide and facilitate learning. In doing this, teachers
- Focus and support inquiries while interacting with students.
- Challenge students to accept and share responsibility for their own learning.
- Recognize and respond to student diversity and encourage all students to participate fully in science learning.
- Teachers of science engage in ongoing assessment of their teaching and of student learning.
- Analyze assessment data to guide teaching.
- Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.
- Use student data, observations of teaching, and interactions with colleagues to report student achievement and opportunities to learn to students, teachers, parents, policy makers, and the general public.
- Use multiple methods and systematically gather data about student understanding and ability.
- Teachers provide students with the time, space, and resources needed to learn science.
- Create a setting for student work that is flexible and supportive of science inquiry.
- Ensure a safe working environment.
This resource has not yet been reviewed by a customer.
If you wish to review this resource, click here.