Teaching in America by Morrison - Book Report/Review Example

Teaching in America, 5 edition Chapters Reflection Introduction George S. Morrison, Teaching in America fifth edition published by the Pearson organization is a hands-on, educative and practical text that demonstrates both comprehensive and current pre-service teaching information to teachers in relation to the present diverse American classroom education. The alignment, complete redesign, feature, exercise and a collection of hosted research within the book chapters provides the most dynamic version of educative that is applicable or practical to date. In this regard, the book is specifically designed to demonstrate vividly how the pre-service teachers in the American classroom should effectively utilize observation techniques in teaching (Morrison, 2009). However, critical and creative analysis of the book chapters (chapter four) not only illustrate the opportunities for interacting and learning new facts and idea, but also a visualization of understanding of the themes, concepts and related issues raised. On a broad front, the chapters features and writing styles used such as utilization of rhetorical questions within chapter and topics subtopics provides an extensive opportunity for the American pre-service teachers to actively interact with the book’s texts. Similarly, through the teachers-texts interaction a new foundation of the American education system is established with the pre-service teachers as well as a sense of the reality of the dynamic, practical and contemporary teaching. However, there is an interaction between the chapters, ideas and thoughts from chapter four to chapter nine generating a coherent flow of ideas increasing the texts emphasis on the accountability and observation learning. Interestingly, all the chapters analyzed utilize a marginal reference to the INTASC standards guidelines creating a provoked attention to the reader to the central initiatives in education systems in the 21st century. On a broad aspect, chapter four uncovers the diverse learners’ teaching by acknowledging the implications of America as a nation support diverse learners’ education. The chapter’s main subjects not only begin by provoking the reader’s attention from a multicultural and gender-related perspective, but also accept America as a nation of diverse learning. The chapter further deep in details on how the American education systems through learning and teaching are affected by the racial and ethnic diversity factors. As a subtopic, it can be clearly understood that racial and ethnic diversity affects the American education system for teachers and learners both positively and negatively. However, the chapter creates a greater understanding of accepting racial and ethnic diversity in the American education system. Chapter four provide a greater understanding of multicultural education in the American education system, these clearly define and discusses the impacts and influences of a multicultural education system which creates a deeper understanding of multicultural education to American pre-service teachers. However, the chapter provides a greater understanding of the influence of language in American education classrooms in learning and teaching. The section makes it clear to the readers that language as a cultural and psychological training components, it has a significant impact on learners and teachers that should be taken seriously. From a gender perspective, the chapter ends by introducing the gender-related issues in relation to learning and teaching. Thus, the chapter explores both negative and positive effects of gender to the American education system but providing various ways that should be done to improve learning and teaching. For example, the chapter explains as to why boys are more aggressive in learning but with limited communication skills compared to girls according to Morrison (2009). Chapter 5 exposes out various teaching mechanisms that should be employed in teaching diverse learners. The chapter describes teaching diverse learners as a continuation of chapter four but from a different perspective that meet the present classroom academic learning standards. In details, the chapter introduces a greater understanding of the federal and states laws in relation to the exceptional learners. However, the section changed the individualized ideology of creating disparities among different learners according to abilities and performers to a more accountable and capacity building federal and State laws that support diverse education for exceptional learners. Similarly, chapter 5 has a significant impact with which mainstreaming and inclusive learning and teaching outcomes are designed. Through chapter five analysis, much understanding of professional collaboration impacts on the American education system in relation to creation and enhancement of inclusive classroom learning. Interestingly, the chapter challenges Pre-service teachers on various ways in they can either teacher or fail to teach exceptional learners in their classroom by the application of the rhetorical question within the chapter subtopics. Through the chapters’ text, there is much that is learned giving the teacher all opportunities to carry out inclusive learning in their classroom. Nevertheless, the chapters go deeper to exposes out all factors that place learners susceptible to various risks that affect teaching and learning the process. In this regard, new knowledge in handling students at risks of learning challenges through inclusive strategies and data-driven models application in identifying the causative agents. Lastly, the chapter ends by providing various mechanisms in which schools can significantly initiate and implement to help learners at risks (Morrison, 2009). Comparatively, chapter six provides interactive texts that challenge individualized point of view to a more partnership kind of learning by introducing the family, parents, and the community in learning the outcome. However, through reading the chapter, the reader can clearly understand the impacts of the parents and the entire family in shaping the outcome of educational learning. For example, the chapter designed to create a parent, family and community environment that helps in promoting and motivating learning outcomes at the local levels. Similarly, the chapter exposes out the advantages of using a family-centered program within the community and family setting in promoting the learning outcomes. In this regard, the reader can understand the meaning of partnership in learning and teaching as much knowledge are generated in relation to parent learning involvement. For example, the chapter illustrates to teachers on the importance of the community in teaching and how the community can be used in promoting parents-learning empowerment programs, as well as educational reforms. Collectively, the developed knowledge derived from chapter six analysis changes the perception of potential and reliable teachers towards the partners of learning (Morrison, 2009). Chapter seven introduces the American education politics by explaining out how various political forces affects American schools governance and financing. However, much knowledge is gained in relation to how the American education systems influence learning outcomes in conjunction with how school systems and programs are held responsible for their students learning and performance. In this regard, the chapters create a greater opportunity for understanding the schools administrations, as well as governance (Morrison, 2009). For example, clear understanding of the chapter in relation to education governance and administration patterns resulting in a clear understanding of various issues that affects the current education systems. In contrast, through chapter eight analysis and evaluate, much information is achieved with respect to school laws and education. In details, the chapter explains to a broader understanding of the basis of school laws in relation to the legal responsibilities of the American states as well as school districts. From the chapter, legal responsibilities are defined and clearly separated from teachers responsibilities enabling professional teachers to understand themselves better while performing their duties. On a broader aspect, the chapter eight contest challenges students to shape their learning outcomes by understanding their legal rights that further create environment cohesive teaching-learning outcomes. In addition, the chapter analysis creates a better understanding of parents’ legal rights and responsibilities which enables parents to be part of the teaching and learning education programs in America according to Morrison (2009). Chapter nine is an educative and mind provoking from both a philosophical and historical aspects. In this regard, the Morrison successfully interacts historical and philosophical reasoning to influence teaching and learning the outcome. For example, the chapter provokes the readers’ imagination by allowing a realistic comparison between earlier schooling in America to American education colonies. In this regard, much is gotten from the context about multiple transitions that has changed the American education system from nationhood, the American civil war to and after the Second World War. Classroom teachers’ philosophical relevance is analyzed within the chapters contexts thereby allowing teachers to focus mainly on philosophical and historical imagination that can only be used effectively in class for transforming the American education system. The Chapter Nine analysis changes the perception in which branches of philosophy are related in education. However, the chapters’ analysis simplicity provides a clear distinction between the branches and the main philosophies that together transform the American education systems. As teachers understand different philosophies, the implication of teaching and learning outcome for teachers and their students are changed significantly by the chapter understanding. For instance, the teacher and learners can understand that, philosophy and learning outcomes are different things that go hand-in-hand that can be used subjectively in transforming and improving the American schools performance (Morrison, 2009). Conclusion The chapters, topic and subtopics within the fourth and the ninth chapters of the Teaching in America, 5, edition in relation to the emerging themes, concepts and symbols, affects the level of personal understanding in which the American education system is concerned. However, the general perception and awareness of teaching in America is clearly understand transforming the chapters readers from being an activist to being supportive of improved learning and teaching outcomes. References Morrison, G. S. (2009). Teaching in America. Upper Saddle River, N.J: Pearson/Merrill. Read More