For five days a week for approximately nine months out of the year totaling countless hours, teachers work with other people's most treasured gifts-their children. That the teacher is the most important element in fostering an energetic, engaging, and inspiring classroom environment where authentic learning can unfold cannot be overstated. Indeed, it is the teacher who understands self or does not; it is the teacher who is prepared or is not; it is the teacher who has command of subject matter or does not; it is the teacher who inculcates in an appropriate way or does not; and, it is the teacher who is patient, understanding, empathetic, and enthusiastic or is not. To that end, Teaching With Purpose underscores what it means to be an insightful teacher, foundationally emphasizing that the central aspect toward richly transforming education is through the professionalization of what it means to be a teacher. Written in accessible language, and attentive to connecting theory to practice, the benefits and features of this book are mindful of a diverse readership.
Preface Acknowledgments Introduction Section I: From the Inside Out Chapter 1: An Earned Privilege Chapter 2: Establishing a Philosophy of Education Chapter 3: The Decisive Relevance of Dispositions Chapter 4: Six Dispositions of Significance Chapter 5: Reflective Thinking-Thoughtful Action Section II: Entering Into Relationships Chapter 6: Hardwired to be in Relationship Chapter 7: From Right Where Students Are Chapter 8: Cultivating Dialogue Chapter 9: The Flow of Integrity Chapter 10: Other types of Relationships Chapter 11: To be in Relationship is to Celebrate Diversity Section III: The Goal Is To Inspire Chapter 12: The Character of Inspiration Chapter 13: Inspiration & the Autobiographical Nature of Teaching Chapter 14: Inspiration Ignites Artistry in Motion Section IV: The Glue That Is Educational Psychology Chapter 15: The Critical Relevance of Theory Chapter 16: Paving the way Toward Child/Developmental Psychology Chapter 17: An Overview: Behaviorism, Cognitivism, and Humanism Section V: Five Components of Knowledge Chapter 18: Knowledge of Pedagogy & Classroom Management Chapter 19: Knowledge of Learning, Students, & Subject Matter Section VI: Assessment Is To "Sit With" Chapter 20: Two Different Processes: Assessment & Evaluation Chapter 21: The Emergence of a Testing Movement Chapter 22: Moving into an Era of High-Stakes Testing Chapter 23: Four Harmful Effects of High-Stakes Testing Chapter 24: Emphasizing Formative & Portfolio Assessments Section VII: Teacher Leadership Chapter 25: Teacher as Leader Chapter 26: The Challenge of Poverty Chapter 27: It Takes a Village Appendices Appendix A: Derivative & Historical Unfolding of Inspiration Appendix B: A Response to the Tylerian Rationale Appendix C: A Sampling of Parental Voice & Testing References
