Social Studies for the Twenty-First Century: Methods and Materials for Teaching in Middle and Secondary Schools

By Jack Zevin | Go to book overview

Chapter 3
Teacher Roles and Student Audiences

It is better to debate a question without settling it than to settle a question without debating it.

-- Joseph Joubert


OVERVIEW OF CONTENTS
Main Ideas
Instructional Roles
Didactic Roles
Reflective Roles
Affective Roles
Your Student Audience.
The Adolescent and Young Adult
Special Students
Second Language Students and the Multicultural Classroom
Summary
Notes
For Further Study: Teacher Roles and Student Audiences

MAIN IDEAS

This chapter focuses on the many parts you will play as a teacher in a social studies classroom and on the students you will encounter there. Your own roles are defined according to the three-part framework laid out in the previous chapters -- didactic (authority, resource, guide), reflective (questioner, scientist, artist), and affective (dramatist, socialization agent, devil's advocate). Understanding these different roles allows you to use them appropriately in involving all students in a wide variety of learning activities.

Suggestions are also offered for adapting instructional approaches to meet the needs of varied student populations. Although the majority of your student audience may consist of students of generally average ability, who are basically assimilated into what we have traditionally called "American culture," more and

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