,Solution manual for Those Who Can, Teach, 15th
Edition Kevin Ryan
Notes
1- The file is chapter after chapter.
2- We have shown you few pages sample.
3- The file contains all Appendix and Excel
sheet if it exists.
4- We have all what you need, we make
update at every time. There are many new
editions waiting you.
5- If you think you purchased the wrong file
You can contact us at every time, we can
replace it with true one.
Our email:
, Solution and Answer Guide: Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 1: Why Teach?
Solution and Answer Guide
Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 1: Why Teach?
Table of Contents
Pause and Reflect ............................................................................................................................................................ 1
[Pause and Reflect, Page 3] ....................................................................................................................... 1
[Pause and Reflect, Page 8] ....................................................................................................................... 1
[Pause and Reflect, Page 11] ..................................................................................................................... 2
[Pause and Reflect, Page 14] ..................................................................................................................... 2
[Pause and Reflect, Page 16] ..................................................................................................................... 2
[Pause and Reflect, Page 19] ..................................................................................................................... 4
[Pause and Reflect, Page 20] ..................................................................................................................... 4
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 8]
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 probe 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
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 4
website, in whole or in part.
, Solution and Answer Guide: Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 1: Why Teach?
[Pause and Reflect, Page 11]
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. Have you really acquired the mental habit of reflecting on your 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 14]
1. How would you characterize Julia’s motivation to teach?
Answer: Julia’s motivations to teach come from her enthusiasm for science and her
desire to make a career change.
2. What do you think her students were thinking and feeling about her classes?
Answer: Julia’s students are likely overwhelmed and find her teaching style to be
overpowering and overly insistent. This decreases the students’ interest in the subject.
3. Julia is clearly an outstanding resource to the school. What are her liabilities?
Answer: Julia’s liabilities are her lack of experience with younger students and her very
focused enthusiasm on science.
4. Which clues should Julia have been picking up on?
Answer: Julia should have been picking up on the decreased interest from a class that
was previously enthusiastic about science.
5. What are some things Julia might do to stimulate romance for science in her students?
Answer: (Answers may vary.) Students may mention making the class more of a two-way
street, drawing out the students’ interest, and developing a love of learning in the
students.
[Pause and Reflect, Page 16]
1. How is Fred’s commitment to social renewal specifically shown in his classroom
teaching?
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 4
website, in whole or in part.
, Solution and Answer Guide: Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 1: Why Teach?
Answer: Fred’s commitment to social renewal is shown by his high standards for the
students in Curriculum II classes, by his recognition that behavioral difficulties do not
equate to intellectual deficiencies, and by his goal of creating well-educated and
productive citizens.
2. According to Fred, what is the criterion for assignment to Curriculum II classes in his
school? Was this true of your high school?
Answer: (Answers may vary.) Fred states the students assigned to Curriculum II classes
were sent there because:
• They caused problems in the regular classes.
• It was assumed the poor behavior meant the work was too hard for them
• They were “nonconformist” or “anti-social.”
• The teachers would prefer students learn to be compliant rather than learn the
subject.
3. What is the double standard Todd spoke of, and how do you explain it? What is the
double standard Fred spoke of, and how do you explain it? Did either of these double
standards 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.
4. How do Fred’s expectations for his students differ from those of most teachers you have
known? In what other ways is he different from most of the teachers you have known?
Answer: (Answers may vary.) Students may draw on particular instances comparing Fred
to teachers they know/have known.
5. What do you think were Todd’s major misconceptions as a teacher?
Answer: (Answers may vary.) Students may mention Todd’s beliefs that students in
Curriculum II classes were intellectually inferior to other students, and that since students
in Curriculum II classes usually dropped out, there was no sense in fighting to teach them
academics as long as they were “good citizens.”
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 4
website, in whole or in part.
, Solution and Answer Guide: Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 1: Why Teach?
6. What does Fred see as the role of academic disciplines in education? If you had to, how
would you argue against his position?
Answer: (Answers may vary.) Fred sees the role of academic disciplines in education as
providing a foundation for the basic tools the student will need to become a productive
member of society and, therefore, a good citizen.
[Pause and Reflect, Page 19]
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 20]
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.
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 4
website, in whole or in part.
, Solution and Answer Guide: Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 2: What Is a School and What Is It For?
Solution and Answer Guide
Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 2: What Is a School and What Is It
For?
Table of Contents
Pause and Reflect ............................................................................................................................................................ 1
[Pause and Reflect, Page 26] ..................................................................................................................... 1
[Pause and Reflect, Page 29] ..................................................................................................................... 2
[Pause and Reflect, Page 34] ..................................................................................................................... 2
[Pause and Reflect, Page 38] ..................................................................................................................... 2
[Pause and Reflect, Page 44] ..................................................................................................................... 3
[Pause and Reflect, Page 47] ..................................................................................................................... 3
Pause and Reflect
[Pause and Reflect, Page 26]
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.
• A school is a place where we explore who we really are and how we can become full,
creative human beings.
• A school is an institution where the dead wisdom and worn-out skills of the past are
force-fed to the young.
• A school is where real education takes place.
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 1
website, in whole or in part.
, Solution and Answer Guide: Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 2: What Is a School and What Is It For?
[Pause and Reflect, Page 29]
1. Which have been the most important learnings in your life—those from your non-school
education or from your schooling?
Answer: Answers may vary.
2. Can you think of a time or two when you learned something in a classroom that was
different from what you learned away from school? At home, with friends, at a place of
worship? What may account for those differences?
Answer: Answers may vary.
[Pause and Reflect, Page 34]
1. Which of these two broad educational approaches—transmitting the culture or
reconstructing the culture—has more appeal to you? Why?
Answer: Answers may vary. Students may mention the following differences in
explaining their choice:
• Transmitting the culture:
o Ensures young people know and understand the dominant ideas of their society’s
culture
o Helps young people find value and meaning in their own culture
o Helps ensure the smooth functioning of society
o Views conflict as a negative thing
o May not reflect the diversity of the community
• Reconstructing the culture:
o Works toward activating student interest and commitment to improving society
o Forms the young into agents of change
o Believes schools exist to serve the needs of the elite
o Believes schools should create autonomous citizens
2. How open are you to seriously considering the other approach?
Answer: Answers may vary.
[Pause and Reflect, Page 38]
1. Thinking back on your high school experiences, how were these four purposes
(intellectual, political and civic, economic, and social) evident in your schooling? Was one
more dominant than the others? Which one? Why was this one purpose more dominant
in your community?
Answer: Answers may vary.
2. Which of these four purposes of education do you believe ought to be given the
greatest weight in the organization of schools?
Answer: Answers may vary.
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 2
website, in whole or in part.
, Solution and Answer Guide: Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 2: What Is a School and What Is It For?
[Pause and Reflect, Page 44]
1. What was the grade-clustering pattern in your junior high or middle school? Do you
believe it was the best pattern for you?
Answer: Answers may vary. Students should mention one of the following clusters: 6–7,
5–7, 6–8, or 5–8, or a different one from their personal experiences.
2. Do you think that meeting the developmental goals cited previously is more crucial
during middle school years than at other periods in students’ lives? Why or why not?
Answer: Answers may vary. Students may note the stagnation or smaller rate of growth
in academic skills during middle school or the increase in discipline problems associated
with middle schools and not K-8 schools.
3. Has your experience led you to agree or disagree with those who believe that academic
achievement takes second place to personal growth in many of today’s middle schools?
Answer: Answers may vary.
[Pause and Reflect, Page 47]
1. The high school years are often said to be “the best years of your life.” Do you agree with
this assertion? If so, why? If not, what could and should be done to change the high
school experience?
Answer: Answers may vary.
2. Drawing on your experiences in school and in your teacher education program, how
might you begin to balance the “process” and “product” of schools? Which, in your view,
deserves priority? Why?
Answer: Answers may vary. Students may mention the process (ambiguous
goals and laxity) and the product (graduates ill-prepared for the workplace) described in
the book.
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 3
website, in whole or in part.
, Solution and Answer Guide: Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 3: Who Are Today’s Students in a Diverse
Society?
Solution and Answer Guide
Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 3: Who Are Today’s Students in a
Diverse Society?
Table of Contents
Pause and Reflect ............................................................................................................................................................ 1
[Pause and Reflect, Page 61] ..................................................................................................................... 1
[Pause and Reflect, Page 65] ..................................................................................................................... 2
[Pause and Reflect, Page 68] ..................................................................................................................... 2
[Pause and Reflect, Page 76] ..................................................................................................................... 2
[Pause and Reflect, Page 80] ..................................................................................................................... 3
[Pause and Reflect, Page 85] ..................................................................................................................... 3
Pause and Reflect
[Pause and Reflect, Page 61]
1. What are ways teachers can create successful learning experiences for students of
diverse backgrounds?
Answer: James Banks identified five dimensions of multicultural education that can help
create successful learning experiences for diverse students:
• Content Integration: broadening the curriculum beyond the dominant narrative
• Knowledge construction: attempts to help students examine the values and
assumptions within knowledge
• Equity pedagogy: focus on teachers examining the teaching practice to engage all
students in equitable ways
• Prejudice reduction: calls upon teachers and students to examine their own biases
and develop positive racial beliefs and attitudes
• Empowering school culture and social structure: moves beyond the individual
classroom to examine the wholistic school environment and structure
2. In what ways do changing demographics of our society impact the ways we teach and
learn in today’s schools?
Answer: (Answers may vary.) Teachers should implement equity pedagogy, which can
include:
• Teachers and administrators must have an awareness of who their students are
• Teachers should develop cultural knowledge and build an inclusive school climate
• Teachers should invest time into getting to know students and their backgrounds to
help better craft instruction for diverse learners
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 1
website, in whole or in part.
Edition Kevin Ryan
Notes
1- The file is chapter after chapter.
2- We have shown you few pages sample.
3- The file contains all Appendix and Excel
sheet if it exists.
4- We have all what you need, we make
update at every time. There are many new
editions waiting you.
5- If you think you purchased the wrong file
You can contact us at every time, we can
replace it with true one.
Our email:
, Solution and Answer Guide: Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 1: Why Teach?
Solution and Answer Guide
Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 1: Why Teach?
Table of Contents
Pause and Reflect ............................................................................................................................................................ 1
[Pause and Reflect, Page 3] ....................................................................................................................... 1
[Pause and Reflect, Page 8] ....................................................................................................................... 1
[Pause and Reflect, Page 11] ..................................................................................................................... 2
[Pause and Reflect, Page 14] ..................................................................................................................... 2
[Pause and Reflect, Page 16] ..................................................................................................................... 2
[Pause and Reflect, Page 19] ..................................................................................................................... 4
[Pause and Reflect, Page 20] ..................................................................................................................... 4
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 8]
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 probe 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
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 4
website, in whole or in part.
, Solution and Answer Guide: Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 1: Why Teach?
[Pause and Reflect, Page 11]
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. Have you really acquired the mental habit of reflecting on your 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 14]
1. How would you characterize Julia’s motivation to teach?
Answer: Julia’s motivations to teach come from her enthusiasm for science and her
desire to make a career change.
2. What do you think her students were thinking and feeling about her classes?
Answer: Julia’s students are likely overwhelmed and find her teaching style to be
overpowering and overly insistent. This decreases the students’ interest in the subject.
3. Julia is clearly an outstanding resource to the school. What are her liabilities?
Answer: Julia’s liabilities are her lack of experience with younger students and her very
focused enthusiasm on science.
4. Which clues should Julia have been picking up on?
Answer: Julia should have been picking up on the decreased interest from a class that
was previously enthusiastic about science.
5. What are some things Julia might do to stimulate romance for science in her students?
Answer: (Answers may vary.) Students may mention making the class more of a two-way
street, drawing out the students’ interest, and developing a love of learning in the
students.
[Pause and Reflect, Page 16]
1. How is Fred’s commitment to social renewal specifically shown in his classroom
teaching?
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 4
website, in whole or in part.
, Solution and Answer Guide: Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 1: Why Teach?
Answer: Fred’s commitment to social renewal is shown by his high standards for the
students in Curriculum II classes, by his recognition that behavioral difficulties do not
equate to intellectual deficiencies, and by his goal of creating well-educated and
productive citizens.
2. According to Fred, what is the criterion for assignment to Curriculum II classes in his
school? Was this true of your high school?
Answer: (Answers may vary.) Fred states the students assigned to Curriculum II classes
were sent there because:
• They caused problems in the regular classes.
• It was assumed the poor behavior meant the work was too hard for them
• They were “nonconformist” or “anti-social.”
• The teachers would prefer students learn to be compliant rather than learn the
subject.
3. What is the double standard Todd spoke of, and how do you explain it? What is the
double standard Fred spoke of, and how do you explain it? Did either of these double
standards 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.
4. How do Fred’s expectations for his students differ from those of most teachers you have
known? In what other ways is he different from most of the teachers you have known?
Answer: (Answers may vary.) Students may draw on particular instances comparing Fred
to teachers they know/have known.
5. What do you think were Todd’s major misconceptions as a teacher?
Answer: (Answers may vary.) Students may mention Todd’s beliefs that students in
Curriculum II classes were intellectually inferior to other students, and that since students
in Curriculum II classes usually dropped out, there was no sense in fighting to teach them
academics as long as they were “good citizens.”
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 4
website, in whole or in part.
, Solution and Answer Guide: Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 1: Why Teach?
6. What does Fred see as the role of academic disciplines in education? If you had to, how
would you argue against his position?
Answer: (Answers may vary.) Fred sees the role of academic disciplines in education as
providing a foundation for the basic tools the student will need to become a productive
member of society and, therefore, a good citizen.
[Pause and Reflect, Page 19]
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 20]
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.
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 4
website, in whole or in part.
, Solution and Answer Guide: Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 2: What Is a School and What Is It For?
Solution and Answer Guide
Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 2: What Is a School and What Is It
For?
Table of Contents
Pause and Reflect ............................................................................................................................................................ 1
[Pause and Reflect, Page 26] ..................................................................................................................... 1
[Pause and Reflect, Page 29] ..................................................................................................................... 2
[Pause and Reflect, Page 34] ..................................................................................................................... 2
[Pause and Reflect, Page 38] ..................................................................................................................... 2
[Pause and Reflect, Page 44] ..................................................................................................................... 3
[Pause and Reflect, Page 47] ..................................................................................................................... 3
Pause and Reflect
[Pause and Reflect, Page 26]
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.
• A school is a place where we explore who we really are and how we can become full,
creative human beings.
• A school is an institution where the dead wisdom and worn-out skills of the past are
force-fed to the young.
• A school is where real education takes place.
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 1
website, in whole or in part.
, Solution and Answer Guide: Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 2: What Is a School and What Is It For?
[Pause and Reflect, Page 29]
1. Which have been the most important learnings in your life—those from your non-school
education or from your schooling?
Answer: Answers may vary.
2. Can you think of a time or two when you learned something in a classroom that was
different from what you learned away from school? At home, with friends, at a place of
worship? What may account for those differences?
Answer: Answers may vary.
[Pause and Reflect, Page 34]
1. Which of these two broad educational approaches—transmitting the culture or
reconstructing the culture—has more appeal to you? Why?
Answer: Answers may vary. Students may mention the following differences in
explaining their choice:
• Transmitting the culture:
o Ensures young people know and understand the dominant ideas of their society’s
culture
o Helps young people find value and meaning in their own culture
o Helps ensure the smooth functioning of society
o Views conflict as a negative thing
o May not reflect the diversity of the community
• Reconstructing the culture:
o Works toward activating student interest and commitment to improving society
o Forms the young into agents of change
o Believes schools exist to serve the needs of the elite
o Believes schools should create autonomous citizens
2. How open are you to seriously considering the other approach?
Answer: Answers may vary.
[Pause and Reflect, Page 38]
1. Thinking back on your high school experiences, how were these four purposes
(intellectual, political and civic, economic, and social) evident in your schooling? Was one
more dominant than the others? Which one? Why was this one purpose more dominant
in your community?
Answer: Answers may vary.
2. Which of these four purposes of education do you believe ought to be given the
greatest weight in the organization of schools?
Answer: Answers may vary.
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 2
website, in whole or in part.
, Solution and Answer Guide: Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 2: What Is a School and What Is It For?
[Pause and Reflect, Page 44]
1. What was the grade-clustering pattern in your junior high or middle school? Do you
believe it was the best pattern for you?
Answer: Answers may vary. Students should mention one of the following clusters: 6–7,
5–7, 6–8, or 5–8, or a different one from their personal experiences.
2. Do you think that meeting the developmental goals cited previously is more crucial
during middle school years than at other periods in students’ lives? Why or why not?
Answer: Answers may vary. Students may note the stagnation or smaller rate of growth
in academic skills during middle school or the increase in discipline problems associated
with middle schools and not K-8 schools.
3. Has your experience led you to agree or disagree with those who believe that academic
achievement takes second place to personal growth in many of today’s middle schools?
Answer: Answers may vary.
[Pause and Reflect, Page 47]
1. The high school years are often said to be “the best years of your life.” Do you agree with
this assertion? If so, why? If not, what could and should be done to change the high
school experience?
Answer: Answers may vary.
2. Drawing on your experiences in school and in your teacher education program, how
might you begin to balance the “process” and “product” of schools? Which, in your view,
deserves priority? Why?
Answer: Answers may vary. Students may mention the process (ambiguous
goals and laxity) and the product (graduates ill-prepared for the workplace) described in
the book.
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 3
website, in whole or in part.
, Solution and Answer Guide: Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 3: Who Are Today’s Students in a Diverse
Society?
Solution and Answer Guide
Ryan, Those Who Can, Teach, 978-0-357-51844-1; Chapter 3: Who Are Today’s Students in a
Diverse Society?
Table of Contents
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Pause and Reflect
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1. What are ways teachers can create successful learning experiences for students of
diverse backgrounds?
Answer: James Banks identified five dimensions of multicultural education that can help
create successful learning experiences for diverse students:
• Content Integration: broadening the curriculum beyond the dominant narrative
• Knowledge construction: attempts to help students examine the values and
assumptions within knowledge
• Equity pedagogy: focus on teachers examining the teaching practice to engage all
students in equitable ways
• Prejudice reduction: calls upon teachers and students to examine their own biases
and develop positive racial beliefs and attitudes
• Empowering school culture and social structure: moves beyond the individual
classroom to examine the wholistic school environment and structure
2. In what ways do changing demographics of our society impact the ways we teach and
learn in today’s schools?
Answer: (Answers may vary.) Teachers should implement equity pedagogy, which can
include:
• Teachers and administrators must have an awareness of who their students are
• Teachers should develop cultural knowledge and build an inclusive school climate
• Teachers should invest time into getting to know students and their backgrounds to
help better craft instruction for diverse learners
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