Solution Manual For Those Who Can, Teach 16th Edition by Kevin Ryan, James M. Cooper, Cheryl Mason Bolick, Cory Callahan

SOLUTION MANUAL FOR
THOSE WHO CAN, TEACH 16TH EDITION BY KEVIN RYAN, J AMES M. COOPER, CHERYL
MASON BOLICK, CORY CALLAHAN
CHAPTERS 1-15

CHAPTER 2


TABLE OF CONTENTS
Pause and Reflect ........................................................................................................................................ 1
[Pause and Reflect, Page 3] ...................................................................................................................... 1
[Pause and Reflect, Page 7] ...................................................................................................................... 1
[Pause and Reflect, Page 10]..................................................................................................................... 2
[Pause and Reflect, Page 13]..................................................................................................................... 2
[Pause and Reflect, Page 15]..................................................................................................................... 3
[Pause and Reflect, Page 17]..................................................................................................................... 3
[Pause and Reflect, Page 18]..................................................................................................................... 3




PAUSE AND REFLECT

[PAUSE AND REFLECT, PAGE 3]
1. Which three of the motives come closest to your thoughts about a career in teaching?
Answer: (Answers may vary.) To make a difference in students’ lives; to help students reach
their full potential; a teacher inspired me when I was young; to be a part of those “aha” moments
when things just click for a student; to share my enthusiasm for the subject I teach; to make a
difference in the larger community; for the earning potential
2. Thinking about these three motives, what does this tell you about yourself?
Answer: Answers may vary.


[PAUSE AND REFLECT, PAGE 7]
1. Which of the extrinsic rewards discussed in this section apply to you most? Which of the intrinsic
rewards? Are there other rewards not mentioned here?
Answer: (Answers may vary.)
Extrinsic rewards: Salaries and benefits; status; power; work schedule
Intrinsic rewards: Students; performance of a significant social service; stimulation and support
from fellow teachers; the work of teaching

, 2. As you ponder your own motives for considering teaching, what have you learned about
yourself?
Answer: (Answers may vary.) Students may mention topics related to privilege, power,
experience, and passion


[PAUSE AND REFLECT, PAGE 10]
1. Are you really and truly using all the resources available to you to help you make a conscious,
clearly thought-out decision about your future career? What can you do to enhance your chances
of making a good decision?
Answer: (Answers may vary.) Students may mention the following:
 Observe in schools and participate in various activities to have real encounters with students
such as working as a teacher’s aide, substitute teacher, camp counselor, with youth groups, or
with after-school programs
 Vicarious experiences such as watching movies or reading books about teachers
 Receive guidance from parents, former teachers, friends, career counselors, and college
professors
 Reflect on the data and information acquired through real and vicarious experiences and from
trusted advisors
2. How can you strengthen your mental habit of reflecting on experiences?
Answer: (Answers may vary.) Student mention times when they have or have not developed a
mental habit of reflecting on their experiences.


[PAUSE AND REFLECT, PAGE 13]
1. What do you think the students in Julia’s class were thinking and feeling about her teaching
approach?
Answer: Students in Julia’s classroom were likely noticing her enthusiasm for science and
perhaps overwhelmed at the pace at which they were expected to develop an in-depth
understanding of the content material.
2. What are some things Julia might do to increase engagement for science in her students?
Answer: Julia’s could implement more interactive experiences and assignment in her class.
Students might feel less overwhelmed and more genuinely interested in the content material.

,[PAUSE AND REFLECT, PAGE 15]
1. What is the double standard Fred spoke of, and how do you explain it? Did it exist in your
school?
Answer: (Answers may vary.) Todd spoke of a double standard in behavior in which honors
students could “get away” with behavior that would result in other students being punished.
Fred spoke of a double standard in which a college-bound student whose performance dropped in
a regular class would raise concern in the school and result in an examination of the situation and
an attempt to help the student, but a drop in performance by a student in Curriculum II classes
would be attributed to a lack of intellectual ability.
2. How do Fred’s expectations for his students differ from those of most teachers you have known?
Answer: (Answers may vary.) Students may draw on particular instances comparing Fred to
teachers they know/have known.


[PAUSE AND REFLECT, PAGE 17]
1. Does this information about students’ high regard for teachers surprise you?
Answer: Answers may vary.
2. What are your personal reactions to this endorsement of teachers and does it fit with your
experience?
Answer: Answers may vary.


[PAUSE AND REFLECT, PAGE 18]
1. Do the opinions of one of these groups—the public, students, administrators, other new
teachers—matter more to you than the opinions of the others? Why?
Answer: Answers may vary.
2. How important is it to you to know what other people will think about you as a teacher?
Answer: Answers may vary.

, Solution and Answer Guide
RYAN, COOPER, M ASON BOLICK, CALLAHAN, THOSE WHO CAN, TEACH, 16E, 2027,
9798214132761; CHAPTER 2: WHAT IS A SCHOOL AND WHAT IS IT F OR?


TABLE OF CONTENTS
Pause and Reflect .................................................... 4
[Pause and Reflect, Page 24] ....................................... 4
[Pause and Reflect, Page 27] ....................................... 5
[Pause and Reflect, Page 32] ....................................... 5
[Pause and Reflect, Page 37] ....................................... 5
[Pause and Reflect, Page 43] ....................................... 6
[Pause and Reflect, Page 46] ....................................... 6
[Pause and Reflect, Page 47] ....................................... 6




PAUSE AND REFLECT

[PAUSE AND REFLECT, PAGE 24]
1. Before you read on, how would you answer the question ―What is a
school?‖
Answer: Answers may vary.
2. Which of the previous descriptions best describes your
understanding of schools? Which least describes your
understanding? If none of them fit, write your own one-sentence
description.
Answer: Answers may vary. Students may mention the following
descriptions:
 A school is an agency that weans children from the protective
warmth of the family and trains them for what society has
decided is useful work.
 A school is a place where ―they‖ fix your mind so you think like
everyone else.
 A school is where children fall in love with learning.
 A school is a tax-supported babysitting agency.
 A school is a place where young savages have a chance to
become civilized by engaging in the world’s most precious
wisdom.