Summary
Contents
Subject index
Praise for the first edition:
“Mandel has written a very practical, informative manual for new teachers. His examples for classroom standards, incorporating a variety of activities for diverse students, and teaching test-taking skills are right on target. For answers to fundamental questions and stress relief, Mandel's manual is a must!”
—Johanna K. Lemlech, Professor Emerita
University of Southern California
“An extremely practical and user-friendly time-saver. Rather than beating around the bush with pages of statistics, philosophies, best practices, and methodologies, this toolbox cuts to the heart of real questions burning inside new teachers. New and experienced teachers can benefit from the quick fixes presented in this plentiful toolbox.”
—Leslie Gaillard, First-Year Teacher
Pacoima Middle School, Los Angeles, CA
A one-stop resource for all your first-year teaching needs!
This second edition is a concise yet complete guide for novice teachers, covering all the essentials for getting off to a good start. With new tips for everything from establishing an ideal classroom environment to making it through teacher evaluations, this revised edition helps you plan ahead with confidence, keep your perspective, and prepare for the unexpected.
The author introduces techniques by grade level, making the book easy to read sequentially or as a reference for specific situations. Written in a conversational tone, this completely revised edition includes an expanded section on Internet use and provides field-tested strategies on how to:
Encourage student participation and critical thinking; Establish fair grading practices; Modify instructional methods and curriculum for students with special needs; Increase parent involvement; Manage stress and maintain sanity
Full-Inclusion Mainstreaming
Full-Inclusion Mainstreaming
Aliya was assigned a student with learning disabilities. Unlike her other mainstreamed students, this student was scheduled for full-inclusion mainstreaming and would not be pulled out for any special assistance. His most recent IEP stated he would benefit most by being in a general education classroom all day; however, Aliya did not have special education training besides the general information she'd received in one of her university courses. She was unsure what to do.*
Grade Levels
1–12
Timeline
All year, but especially the first month with these students
The Issue
What can I, as a non-special education teacher, do to adapt my program for a full-inclusion mainstreamed student?
The Idea
Full inclusion means that the student with special needs is with a general education class and teacher for the ...
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