Nguồn ngoài
TED-1110-DL01: Professional Behaviors and Dispositions in an Educational Setting
This course focuses on professional dispositions and behaviors required to be successful in the field of early childhood education. Students will be introduced to the National Association for the Education of Young Children (NAEYC) code of ethics, the Interstate New Teacher Assessment and Support Consortium (InTASC) standards for professionalism, and other needed professional behaviors. Students will be required to demonstrate these behaviors in simulated and real-life situations.
- Tác giả
- Dr. Ashanti Bryant Foster
- Nhà xuất bản
- Prince George's Community College
- Nguồn
- LibreTexts
- Ngôn ngữ
- EN
- Danh mục
- Khoa học cơ bản
Mục lục· 67 mục
- 01: Teacher as a Professional
- 1.01: Teacher as a Professional
- 1.02: Education in Early Childhood
- 1.03: InTASC Core Teaching Standards and Progressions
- 1.04: Early Childhood Generalist
- 1.05: NAEYC Standards
- 1.06: What Does it Mean to be an Ethical Teacher
- 1.07: Development of Teachers Identity
- 1.08: Assessing Your Values
- 1.09: The Ethical Implications of Teachers Using Social Networking Sites to Communicate
- 02: Teacher as a Communicator
- 2.01: Teacher as a Communicator
- 2.02: Communication Skills of a Teacher and Its Role in the Development of the Students Academic Success
- 2.03: Verbal and Non-Verbal Communications
- 2.04: Key Differences in Verbal and Non Verbal Communication
- 2.05: Communication Styles in the Classroom
- 2.06: Listening Quiz
- 2.07: Written Communication- An Educator's Calling Card
- 03: Teacher as a Collaborator
- 3.01: Teacher as a Collaborator
- 3.02: Lifelong Learning and Professional Development
- 3.03: Assessing Your Strengths and Learning Styles
- 3.04: Learning in Groups
- 3.05: Building Trusting Collaborative Relationships with Families
- 3.06: School and Community Partnerships- Communities in Schools
- 3.07: How to Develop Expand and Maintain Professional Relationships
- 3.08: Remaining Professional When Youre Frustrated
- 3.09: Assessments
- 04: Teacher as an Observer
- 4.01: Teacher as an Observer
- 4.02: Why We Observe
- 4.03: Becoming a Skilled Observer
- 4.04: Observation Methods Tools and Techniques
- 4.05: The Role of Observation
- 4.06: Early Childhood Observation
- 4.07: Observation Environments
- 4.08: Teachers observation questioning and record keeping
- 4.09: Questions to Plan for the Next Observation
- 05: Teacher as a Reflective Practitioner
- 5.01: Teacher as a Reflective Practioner
- 5.02: The Reflective Practitioner
- 5.03: The Reflective Teacher- Professional Organizations
- 5.04: Peer Feedback and Reflection
- 5.05: Reflective Practice
- 5.06: Reflective Teaching- an Element of Life-Long Learning
- 5.07: Reviewing and Reflecting on Documentation
- 5.08: How to be a More Reflective Teacher
- 5.09: Activity- Write a My Future Self
- 06: Teacher as a Proactive Practitioner
- 6.01: Teacher as a Proactive Practioner
- 6.02: The Teachers Role - Build and Maintain Positive Relationships with Children
- 6.03: Building Environments that Encourage Positive Behavior- The Preschool behavior Support Self-Assessment
- 6.04: Factors that Influence Behavior
- 6.05: Redirecting Behavior- A Proactive Approach
- 6.06: Proactive versus Reactive Classroom Management
- 6.07: Are You Reactive or Proactive
- 6.08: Social-Emotional Learning- What is SEL and Why SEL Matters
- 6.09: Positive Behavior Support
- 07: Teacher as a Presenter
- 7.01: Teacher as a Presenter
- 7.02: Your Presentation Style
- 7.03: 10-20-30 Rule Article
- 7.04: Presentations
- 7.05: Bad Presentations- Death by PowerPoint
- 7.06: Public Speaking and Class Presentations
- 7.07: Presentation Accommodations
- 7.08: How to Fix Your Presentation 21 Tips