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Eleventh Edition
Teaching in the Middle and

Secondary Schools
Jioanna Carjuzaa Richard Kellough

vii
Contents
PART 2
Planning for Instruction 78
CHAPTER 4
Establishing and Maintaining a Safe and Supportive Classroom Learning Environment 78
Creating a Positive Learning Environment 79
Discipline: A Major Concern 79
The Importance of Perceptions 79
Classroom Control: Its Meaning—Past and Present 80
Historical Meaning of Classroom Control 80
Today’s Meaning of Classroom Control and the Concept of Classroom Management 80
Classroom Management: Contributions of Some Leading Authorities 81
ACTIVITY 4.1: Alfie Kohn 81
ACTIVITY 4.2: Classroom Management Gurus 83
Developing Your Own Effective Approach to Classroom Management 84
Providing a Supportive Learning Environment 84
Create a Positive Classroom Atmosphere 84
ACTIVITY 4.3: Jacob Kounin’s Model 86
Behaviors to Avoid 86
Get to Know Your Students as People 86
TEACHING SCENARIO: A Name Is Just a Name 87
Preparation Provides Confidence and Success 89

Effective Organization and Administration of Activities and Materials 89
Natural Interruptions and Disruptions to Routine 90
Classroom Procedures and Guidelines for Acceptable Behavior 90
Designing Your Room Arrangement 90
Starting the School Term Well 91
Procedures Rather Than Rules; Consequences Rather Than Punishment 91
Preparing Students for School 92
The First Day 92
ACTIVITY 4.4: Classroom Rules/Guidelines Found Posted in Middle and Secondary Classrooms in Billings, Montana 93
Establishing Classroom Expectations, Procedures, and Consequences 94
What Students Need to Understand from the Start 94
Using Positive Rewards 96
Managing Class Meetings 97
Opening Activities 97
Smooth Implementation of the Lesson 98
Transitions: A Difficult Skill for Beginning Teachers 98
Student Misbehavior 99
Categories of Student Misbehavior 99
There Are Success Stories 100
ACTIVITY 4.5: Relational Aggression and the Empower Program 101
TEACHING SCENARIO: Cyberbullying 101
TEACHING SCENARIO: Name-Calling Is Unacceptable 102
ACTIVITY 4.6: “Mix It Up” 102
Teacher Response to Student Misbehavior: Direct and Indirect Intervention 103
TEACHING SCENARIO: Bears and Cats Mentoring Program 104
Teacher-Caused Student Misbehavior: Scenarios for Review 104

ACTIVITY 4.7: Courtesy and Respect Empower (CARE) 105
Preventing a Ship from Sinking Is Much Easier Than Saving a Sinking One: Mistakes to Avoid 107
TEACHING SCENARIO: “Don’t Smile before Christmas” 109
ACTIVITY 4.8: Things to Consider When Developing a Classroom Management Plan for Your Integrated Unit 114
Summary 114
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viii Contents
EXERCISE 4.1: Student Handbooks 115

EXERCISE 4.2: Observing a Classroom for Frequency of External Interruptions 115
EXERCISE 4.3: Teachers’ Behavior Management Systems 116
EXERCISE 4.4: Beginning the Development of My Classroom Management System 116
EXERCISE 4.5: Observation and Analysis of How Teachers Start Class Meetings 117
EXERCISE 4.6: Applying Measures of Control 117
EXERCISE 4.7: Selecting Measures of Control 118
Chapter 4 Posttest 118
CHAPTER 5
Selecting Content and Preparing Instructional Objectives 119
Clarification of Terms 119
Reasons for Planning Thoughtfully and Thoroughly 120
Essentials of Instructional Planning 120
Components of Instructional Planning 120
ACTIVITY 5.1: Oprah’s National High School Essay Contest and Other Education Initiatives 122
ACTIVITY 5.2: Civic Education 124
ACTIVITY 5.3: Cultural Literacy 125
Student Textbooks 125

Benefit of Student Textbooks to Student Learning 126
Problems with Reliance on a Single Textbook 126
ACTIVITY 5.4: MiddleWeb 127
Guidelines for Textbook Use 127
Introducing the Textbook 128
The Concept of Multireadings and the Future of Textbooks 128
Multitext and Multireadings Approaches 128
ACTIVITY 5.5: The Library of Congress: More Than 10 Million Primary Sources Online 129
Other Printed Materials 129
The Future for K-12 Classroom Textbooks 129
Collaborative Planning and Preparing a Yearlong Content Outline 130
Collaborative Planning 130
Preparing for the Year 131
Preparing for and Dealing with Controversy 131
TEACHING SCENARIO: The Oprah Winfrey Leadership Academy for Girls 132
Aims, Goals, and Objectives: A Clarification 133

The Importance of Instructional Objectives 134
Instructional Objectives and Their Relationship to Curriculum and Assessment 134
The Preparation and Classification of Instructional Objectives 135
Preparing Instructional Objectives 135
Classifying Instructional Objectives 136
Multifaceted Learning 140
Using the Taxonomies 140
Learning That Is Not Immediately Observable 142
Summary 142
EXERCISE 5.1: xamining National Curriculum Standards 143
E
EXERCISE 5.2: Examining State Curriculum Documents 143
EXERCISE 5.3: Examining Local Curriculum Documents 144
EXERCISE 5.4: Examining Student Textbooks and Teachers’ Editions 145
EXERCISE 5.5: Preparing a Content Outline 146
EXERCISE 5.6: Dealing with Controversial Content and Issues 147
EXERCISE 5.7: Recognizing Verbs that Are Acceptable for Overt Objectives—A Self-Check Exercise 147
EXERCISE 5.8: Recognizing the Parts of Criterion-Referenced Behavioral Objectives—A Self-Check Exercise 147

ix
Contents
EXERCISE 5.9:Recognizing Objectives that Are Measurable—A Self-Check Exercise 148

EXERCISE 5.10: Assessing Recognition of Objectives According to Domain—A Self-Check Exercise 148
EXERCISE 5.11: Preparing My Own Instructional Objectives 148
CHAPTER 6
Course Syllabi, Instructional Units, and Curriculum Integration 150
Planning for Instruction: A Three-Level and Seven-Step Process 150
The Syllabus 151
Use and Development of a Syllabus and/or Disclosure Document 152
Content of a Syllabus 170
The Instructional Units 171
Types of Instructional Units 171
Planning and Developing Any Unit of Instruction 172
Unit Format, Inclusive Elements, and Time Duration 173
Curriculum Integration 173
Procedural and Conceptual Knowledge 174
The Spectrum of Integrated Curriculum 174
ACTIVITY 6.1: Curriculum Mapping 174
Definition of Integrated Curriculum 175
Integrated Curricula Past and Present 175
Levels of Curriculum Integration 175
Interdisciplinary Thematic Units 176
Procedure for Planning and Developing an Interdisciplinary Thematic Unit 176
Summary 178
EXERCISE 6.1: Content of a Course Syllabus 179
EXERCISE 6.2: Preparing a Course Syllabus—An Exercise in Collaborative Thinking 180
EXERCISE 6.3: Generating Ideas for Interdisciplinary Units 180
EXERCISE 6.4: Integrating the Topic 180
CHAPTER 7
Designing Lesson and Unit Plans to Engage All Students 182
Lesson Planning: Rationale and Assumptions 183
Rationale for Preparing Written Lesson Plans 183
Assumptions about Lesson Planning 183
A Continual Process 184
Well Planned but Open to Last-Minute Change 184
The Problem of Time 185
TEACHING SCENARIO: A Lost Opportunity 185
A Caution about “The Daily Planning Book” 186
Constructing a Lesson Plan: Format, Components, and Samples 186
For Guidance, Reflection, and Reference 186
Basic Elements of a Lesson Plan 188
Reviewing and Analyzing Middle and Secondary School Lesson Plans 193
Reviewing and Analyzing the Lesson Plans 193
jj LESSON PLAN 7.1: The James Webb Space Telescope 194
jj LESSON PLAN 7.2A: Geography Sixth-Grade Lesson Plan: Analyzing Photographs 197
jj LESSON PLAN 7.2B: Geography Sixth-Grade Lesson Plan: Analyzing Photographs 197
jj LESSON PLAN 7.3: Technology-Integrated Mathematics Lesson Plan 199
jj LESSON PLAN 7.4: Music Lesson: Sixth- Through Eighth-Grade General Music, “Erie Canal” 200

x Contents
jj LESSON PLAN 7.5A: Plains Indians’ Dependence on the Bison and Other Natural Resources, Handouts,
and Evaluation Rubric 201
jj LESSON PLAN 7.5B: Plains Indians’ Dependence on the Bison and Other Natural Resources and Handouts 203
jj LESSON PLAN 7.5C: Plains Indians’ Dependence on the Bison and Other Natural Resources Evaluation Rubric 204
jj LESSON PLAN 7.6A: Animal Life: The Comparative and the Superlative, Handout and PowerPoint 205
jj LESSON PLAN 7.6B: Animal Life: The Comparative and the Superlative, Handout 206
jj LESSON PLAN 7.6C: Animal Life: The Comparative and the Superlative, PowerPoint 207
jj LESSON PLAN 7.7: Model Social Studies High School Lesson Plan, Topic 11, The Colonization Era—An Interview
with Dr. James Loewen 208
jj LESSON PLAN 7.8A: Unit Plan: The Immigrant Experience in Literature: Literature for and about Hispanic Students,
Cultural Relevance Rubric, and Sheltered Instruction Observation Protocol (SIOP) Lesson Plan 211
jj LESSON PLAN 7.8B: Unit Plan: The Immigrant Experience in Literature: Literature for and about Hispanic Students 214
jj LESSON PLAN 7.8C: Sheltered Instruction Observation Protocol (SIOP) Lesson Plan 214
jj LESSON PLAN 7.9A: Model Lesson Plan Integrating Technology 216
jj LESSON PLAN 7.9B: Example Donner Lesson Extensions for Secondary Language Arts and Social Studies
(Technology Rich) 217
jj LESSON PLAN 7.10A: Working with Documents: Pre-War Nazi Antisemitism 219
jj LESSON PLAN 7.10B: Internet and Text Resources for Creating Document-Based Lessons (Technology Rich) 226
jj LESSON PLAN 7.11: From Lynching Tree to Healing Circle 226
jj LESSON PLAN 7.12: AP Psychology Unit Plan/Course Project 229
jj LESSON PLAN 7.13: Sample Mathematics Lesson Plan 231
jj LESSON PLAN 7.14A: Sample French Unit Plan Overview 233
jj LESSON PLAN 7.14B: Sample French Unit Plan 234
jj LESSON PLAN 7.15: Islamic Art 236
jj LESSON PLAN 7.16A: T he Blackfeet Confederacy Timeline, Lesson/Unit Plan with a Dynamic Timeline (What Is Prezi.com) 237
jj LESSON PLAN 7.16B: T he Blackfeet Confederacy Timeline, Lesson/Unit Plan with a Dynamic Timeline (What Is Prezi.com) 240
jj LESSON PLAN 7.17: Follow-Up Activity on the First Conditional VS the Second Conditional 241
jj LESSON PLAN 7.18: Excerpts from Strategies for Successfully Integrating Indian Education for All (IEFA), English/Language
Arts (ELA), and Montana Common Core Standards (MCCS) Using Literary and Media/Musical Resources 243
jj LESSON PLAN 7.19: Medicine Wheel Trigonometry 247
Summary 249
EXERCISE 7.1: Analysis of a Lesson that Failed 249
EXERCISE 7.2A: Preparing a Lesson Plan 250
EXERCISE 7.2B: Self- and Peer Assessment of My Lesson Plan 250
EXERCISE 7.3: Preparing an Instructional Unit 251
PART 3
Selecting and Implementing Instructional Strategies 253
CHAPTER 8
Student-Centered Instructional Strategies 253
Principles of Classroom Instruction and Learning: A Synopsis 254
Culturally Responsive Pedagogy 254
ACTIVITY 8.1: Cradleboard Teaching Project: Science through Native American Eyes 255
ACTIVITY 8.2: English as-a-Second-Language 255
ACTIVITY 8.3: Sheltered Instruction Observation Protocol (SIOP) 256
Direct versus Indirect Instructional Modes: Strengths and Weaknesses of Each 256
Selecting Learning Activities and Group Teaching Methods 257
Selecting Learning Activities 257
The Total Class as a Group Enterprise 259
A01_CARJ9227_11_SE_FM.indd 10 12/11/15 11:02 AM

xi
Contents
Learning in Pairs and Small Groups 260

Learning in Pairs 260
Learning in Small Groups 261
Cooperative Learning 262
The Cooperative Learning Group 262
Why Some Teachers Have Difficulty Using CLGs 264
Intelligent Behavior, Inquiry Teaching, and Discovery Learning 264
Teaching Thinking for Intelligent Behavior 264
Inquiry Teaching and Discovery Learning 266
TEACHING SCENARIO: Problem Solving and Decision Making in the Real World Is an Integrated and Interdisciplinary
Inquiry Activity 268
Project-Centered Learning and Writing across the Curriculum 268
Project-Centered Learning: Guiding Learning from Independent and Group Investigations, Papers, and Oral Reports 268
Writing across the Curriculum 270
Educational Games and Integrating Strategies for Learning 271
Learning by Educational Games 271
ACTIVITY 8.4: Gamification: Educational Games to Engage Middle and Secondary School Students 272
TEACHING SCENARIO: “Walk This Way” 272
ACTIVITY 8.5: Teaching Grammar 273
Integrating Strategies for Integrated Learning 273
Summary 276
EXERCISE 8.1: Meaningful Direct Experiences 276
EXERCISE 8.2: A Reflection on My Past Involvement with Student-Centered Instructional Activities 276
EXERCISE 8.3: Recalling My Own Learning Experiences in College 277
EXERCISE 8.4: Cooperative Learning Groups 277
CHAPTER 9
Teacher-Centered Instructional Strategies 278
Teacher Talk: Formal and Informal 279
Cautions in Using Teacher Talk 279
Teacher Talk: General Guidelines 279
Teacher Talk: Specific Guidelines 280
TEACHING SCENARIO: Teacher Expectations 284
Demonstration 284
Purposes of Demonstrations 284
Guidelines for Using Demonstrations 284
TEACHING SCENARIO: The Abacus Tour: Cross-Cultural Math Lessons for Middle School Students 285
Questioning 285
Purposes for Using Questioning 286
Questions to Avoid Asking 287
A Glossary of Types of Questions 287
Socratic Questioning 288
ACTIVITY 9.1: Developing Your Questioning Technique 289
Levels of Cognitive Questions and Student Thinking 289
TEACHING SCENARIO: By Sharing Her Passion, She Created Page Turners 290
Guidelines for Using Questioning 291

Preparing Questions 291
Implementing Questioning 292
ACTIVITY 9.2: Think Time and the Art of Questioning—An In-Class Role Play 293
Whole-Class Discussion 295

Traditional Recitation 295
A01_CARJ9227_11_SE_FM.indd 11 12/11/15 11:02 AM

ACTIVITY 9.3: Whole-Class Discussion as a Teaching Strategy 296
Open-Text Recitation 296
ACTIVITY 9.4: Generating Guidelines for Using Whole-Class Discussions 296
Equity in the Classroom 297

Title IX: Student Rights 297
Ensuring Equity 298
Assignments, and Homework 298
Learning from Assignments and Homework 298
Purposes and Guidelines for Using Assignments and Homework 298
TEACHING SCENARIO: Late Homework Paper from a Student At Risk 300
Giving Students a Second Chance 300
Memorizing and Reviewing: Unavoidable Learning Strategies 301
Summary 302
EXERCISE 9.1A: The Lecture—Summary Review and Practice 302
EXERCISE 9.1B: Prepare a Mini-Lecture 303
EXERCISE 9.2A: Asking Discipline-Specific Questions 303
EXERCISE 9.2B: Identifying the Cognitive Levels of Questions—A Self-Check Exercise 304
EXERCISE 9.3: An Analysis of the Quality of Questions—A Self-Check Exercise 304
EXERCISE 9.4: Observing the Cognitive Levels of Classroom Verbal Interaction 305
EXERCISE 9.5: A Cooperative Learning Exercise in the Use of Questioning—Micro Peer-Teaching—MPT II 305
EXERCISE 9.6: Teacher Interaction with Students According to Student Gender or Other Personal Characteristics 306
EXERCISE 9.7: Developing a Lesson Using Inquiry Level II, Thinking Skill Development, a Demonstration, or an
Interactive Lecture—Micro Peer-Teaching—MPT III 307
CHAPTER 10
Educational Technology, Media, Computer-Based Instructional Tools,
and Other Resources 308
Printed Materials and Visual Displays 309
Sources of Free and Inexpensive Printed Materials 309
Professional Journals, Periodicals, and Magazines 309
The ERIC Information Network 310
Copying Printed and Other Materials 310
The Classroom Writing Board 311
ACTIVITY 10.1: Fair Use Guidelines 312
The Classroom Bulletin Board 312
Resources 312
The Community as a Resource 312
Guest Speakers 313
TEACHING SCENARIO: Graduation Speakers 314
Field Trips 314
Networks and Educational Technology 316
The Internet 316
Cautions and Guidelines for Using the Internet 317
Search Engines 317
TEACHING SCENARIO: Yahoo! 318
Wikipedia 318
Virtual Field Trips 319
Communication Tools 319
Writeboards 319
Blogs 319
Podcasts 320

xiii
Contents
Twitter and Social Networking Tools 320

Skype 320
Crowdfunding 320
ACTIVITY 10.2: Making Connections: MySpace, Facebook, and Other Social Networking Tools 321
TEACHING SCENARIO: Innovative Philanthropy in Education 321
TEACHING SCENARIO: Natural Disasters 322
Copyright and the Internet 322

Media Tools 323
The Overhead Projector 323
The Document Camera 324
The Interactive or Electronic Whiteboard 324
Classroom Response Systems 325
Recording Pens 325
Television, Videos, and DVDs 326
When Equipment Malfunctions: Troubleshooting 326
Computer-Based Instructional Tools 327
ACTIVITY 10.3: WebQuests 328
The Placement and Use of Computers: The Online Classroom 328
ACTIVITY 10.4: Designing a Collaborative Lesson Plan 329
ACTIVITY 10.5: Create a Website 330
Multimedia Tools 330
Selecting Computer Software 330
Multimedia Software 330
TEACHING SCENARIO: Digital Storytelling 331
Global Positioning System 331
Google Earth 331
Presentation Software 332
Screen Recording and Video Editing Software 332
Sources of Free and Inexpensive Audiovisual Materials 332
Using Copyrighted Video, Computer, and Multimedia Programs 333
Distance Learning 333
Summary 334
EXERCISE 10.1: Internet Sites of Use to Teachers 335
PART 4
Assessment of Teaching and Learning 336
CHAPTER 11
Assessing and Reporting Student Achievement 336
Purposes and Principles of Assessment 337
Terms Used in Assessment 338
Assessment and Evaluation 338
Measurement and Assessment 338
TEACHING SCENARIO: A Teacher Educator’s Thoughts on Assessment 339
Validity and Reliability 339
Authentic Assessment: Advantages and Disadvantages 339
Diagnostic, Formative, and Summative Assessment 340
Assessing Student Learning: Three Avenues 340
Importance and Weight of Each Avenue 340
Assessing What a Student Says and Does 340
ACTIVITY 11.1: Using Rubrics as Assessment Tools 342

Assessing What a Student Writes 342
Assessment for Affective and Psychomotor Domain Learning 343
Student Involvement in Assessment 343
Using Student Portfolios 344
Using Checklists 345
Student Achievement: Maintaining Records, Grading, and Marking Student Achievement 345
Maintaining Records of Student Achievement 345
Grading and Marking Student Achievement 347
Testing for Achievement 350
Standardized and Nonstandardized Tests 350
Purposes for Testing 350
Frequency of Testing 351
Test Construction 351
Administering Tests 351
Controlling Cheating 351
TEACHING SCENARIO: ¡Ya lo creo! 352
TEACHING SCENARIO: Creative Cheating 353
ACTIVITY 11.2: Cheating Confessions 353
Determining the Time Needed to Take a Test 354
Preparing Assessment Items 354
General Guidelines for Preparing for Assessment 354
Classification of Assessment Items 354
Performance Testing Can Be Expensive and Time Intensive 355
Attaining Content Validity 355
Types of Assessment Items: Descriptions, Examples, Advantages/Disadvantages, and Guidelines for
Preparing and Using Them 356
I. Arrangement 356
II. Completion Drawing 357
III. Completion Statement 357
IV. Correction 358
V. Essay 358
ACTIVITY 11.3: Detecting Plagiarism 359
VI. Grouping 359
VII. Identification 360
VIII. Matching 361
IX. Multiple Choice 361
X. Performance 363
XI. Short Explanation 367
XII. True or False 367
Reporting Student Achievement 368
Managing Home-School Connections 369
More about Parental Involvement and Home-School Connections 369
TEACHING SCENARIO: Building Partnerships with Parents from Our Diverse Cultures 370
TEACHING SCENARIO: Communicating with Parents Using Infinite Campus 372
Summary 373
EXERCISE 11.1: Preparing Assessment Items 373
CHAPTER 12
Reflecting on Teaching Practices and Engaging in Professional Development 375
Professional Development through Field Experiences 376
Classroom Observation 376
Student Teaching 377

ACTIVITY 12.1: The Danielson Framework for Teaching 378
Guidelines for Behaving Professionally during Field Experiences 380
TEACHING SCENARIO: What Your Principal Wants You To Know 381
TEACHING SCENARIO: Some Advice from Daniel Blanchard, Author of Feeling Lucky? 383
ACTIVITY 12.2: Educational Tours 384
Relationships with Students 384
Finding a Teaching Position 384
Guidelines for Locating a Teaching Position 385
The Professional Career Portfolio 385
Resources for Locating Teaching Vacancies 386
State (and Territorial) Sources for Information about Credential Requirements 386
The Professional Résumé and the In-Person Interview 386
The Professional Résumé 386
The In-Person Interview 388
TEACHING SCENARIO: Dr. Parker J. Palmer and “The Courage to Teach” 390
What to Expect at Your First Teaching Job 390

TEACHING SCENARIO: Reflections of a First-Year Teacher Abroad 391
ACTIVITY 12.3: Faculty Handbooks 392
Professional Development through Reflection and Self-Assessment, Mentoring, In-Service and Advanced Study, and
Participation in Professional Organizations 393
Professional Development through Reflection and Self-Assessment 393
ACTIVITY 12.4: Resources for New Teachers 393
ACTIVITY 12.5: Learning Communities 394
TEACHING SCENARIO: Online Professional Development 394
Professional Development through Mentoring 395
Professional Development through In-Service and Advanced Study 395
TEACHING SCENARIO: Science Horizons Initiative 395
Professional Development through Participation in Professional Organizations 396
ACTIVITY 12.6: National Board Certification 396
Professional Development through Communications with Other Teachers, Summer and Off-Teaching Work
Experience, and Micro Peer-Teaching 397
Professional Development through Communications with Other Teachers 397
Professional Development through Summer and Off-Teaching Work Experience 397
Professional Development through Micro Peer-Teaching 397
TEACHING SCENARIO: STUDY CANADA Summer Institute for K–12 Educators 398
Points to Ponder 399
Summary 401
EXERCISE 12.1: evelopment of My Professional Portfolio 401
D
EXERCISE 12.2:Pulling It All Together—Micro Peer-Teaching—MPT IV 401
EXERCISE 12.2A: Form A 403
EXERCISE 12.2B: Form B 403
EXERCISE 12.2C: Form C 404
END NOTES 405
ANSWERS TO SELF-CORRECT EXERCISES 412
GLOSSARY 413
NAME/AUTHOR INDEX 422
SUBJECT INDEX 426

PREFACE
As its primary purpose, this textbook provides a practical, concise, criterion-referenced, performance-
based, mastery learning model for college or university students who are in a general secondary or
middle school methodology course or in the field component of teacher education. The chapter and
part organization of this textbook shows instructors of methods courses how to provide enough basic
instruction that they can individualize their instruction and devote their time and attention to specific
learning activities. Others who will find this textbook useful are experienced middle and secondary
in-service teachers who desire to continue developing their teaching skills and curriculum specialists
and school administrators who desire to have a current, practical, and concise methodology textbook
for reference. In fact, many educators have added this textbook to their professional libraries.
New to This Edition

jj Chapter 2, Middle and Secondary Schools Today and Tomorrow: Reform Efforts, Challenges
and Issues, and Trends and Practices, which was new to the 10th edition, was updated for the
11th edition to include current information on the Common Core State Standards (CCSS) initiative
in general and the challenges with implementation, the criticism plaguing the testing procedures,
and the controversy surrounding the rejection of the CCSS. In addition, updates on the charter
school movement and specialized academies for gifted and talented students were added to the
various types of middle and secondary schools highlighted in this chapter, as was an explanation of
STEM (science, technology, engineering, and mathematics) education.
jj Chapter 3, Middle and Secondary School Students: Addressing Cultural Diversity, was updated
to include current demographic trends in the middle and secondary school populations and to pro-
vide a more in-depth discussion of how best to meet the needs of gifted and talented students in the
regular classroom as well as expand on information on second-language acquisition theories and
how that knowledge helps regular classroom teachers best meet the needs of English Language
Learners.
jj Chapter 7, Designing Lesson and Unit Plans to Engage All Students, was new to the 10th edi-
tion and emphasizes the importance of learning how to design lesson and unit plans that respond to
the needs of all students. The three new lesson plans added here address the Common Core State
Standards in English/Language Arts and Mathematics. In addition, the lesson plan titled “From
Lynching Tree to Healing Circle” uses numerous primary source documents to demonstrate how
educators can approach historical harm trauma history with an opportunity to engage students
around America’s history in racism.
jj Chapter 10, Educational Technology, Media, Computer-Based Instructional Tools, and Other
Resources, was revised to include updates on resources/materials/tools covered in the 10th edition,
in addition to adding a variety of new Web 2.0 Technology Tools and describing the transformation
that has taken place between Web 1.0 and Web 2.0 in educational contexts.
jj Chapter 12, Reflecting on Teaching Practices and Engaging in Professional Development,
includes information on the comprehensive and coherent Danielson Framework for Teaching, which
identifies those aspects of a teacher’s responsibilities, as well as new Teaching Scenarios designed
to help teachers work with school leaders effectively and develop their professional identity.
jj In keeping with the book’s title, we have continued to strive for an improved balance of content
between middle and secondary schools by emphasizing the middle school as uniquely different
from both the high school and the traditional junior high school.
jj We have continued to promote a multicultural education philosophy that is infused throughout the
book with an emphasis on meeting the needs of diverse learners. There is an emphasis on how best
to promote educational equity and social justice by meeting the academic and social needs of all
adolescent students.
jj New technologies are integrated throughout all chapters and included in chapter features.
jj New features, including Teaching Scenarios, Activities, and Lesson Plans, were added.
xvi

xvii
Preface
jj New contributions from pre-service and in-service middle and secondary school teachers, teacher
educators, and educational scholars and researchers have been added to strengthen the tie between
theory and practice.
jj Updated Internet references and resources appear in every chapter.
jj Lesson and unit plans from a variety of disciplines have been included. Updates from former con-
tributors have also been added, as have descriptions of the contributors’ educational journeys and
extensions to their lesson and unit plans.
jj New activities allow students to expand their knowledge on relevant topics and issues.
jj Updated exercises are provided for students to complete outside of the classroom.
Throughout the book, we consistently provide information useful for teachers and the numerous
decisions they must make on a daily basis. How best to integrate technology is infused throughout the
book. Meaningful Teaching Scenarios highlight challenges that middle and secondary school class-
room teachers face. We also provide frequent exercises and in-class activities for practice in handling
concepts in ways that facilitate metacognitive thinking. All exercises and activities require the user to
deal in some descriptive, analytical, or self-reflective manner with text concepts and actual practice.
Most exercises and in-class activities are adaptable for cooperative or collaborative group processing.
Organization of the Text

The book is organized around four developmental components: why, what, how, and how well. The
developmental components can be described in the following manner: why—the rationale to support
the components that follow; what—what you will be teaching; how—how you will teach it; and how
well—how well you are teaching it. These components are represented by the four parts of the book.
The four parts and the chapters that make up each one are described in the following paragraphs.
Part 1, “Introduction to Teaching and Learning in Middle and Secondary Schools,” contains
three chapters that were written to reflect the reality and challenge of teaching today—to provide the
rationale, or the why, to support the organization and details of the components that follow. Chapter 1
presents an important overview of the historical evolution of secondary and junior high/middle school
education and introduces the purpose, organization, and structure of our schools, Chapter 2 covers a
variety of current trends and practices in addition to educational reform efforts in our schools and the
problems, challenges, and issues facing educators and plaguing the education system today; it also
looks at projected trends. Chapter 3 addresses developments in cognitive science and constructivism
that enhance and celebrate the differences among students and their learning styles and capacities. It
provides specific guidelines for meeting the challenge with specific groups of learners.
Part 2, “Planning for Instruction,” is made up of four chapters designed to reflect the what
component. Because teachers must have students’ attention before they can effectively implement
any instructional plan, guidelines for establishing and maintaining a psychologically and intellec-
tually safe and supportive learning environment are presented in Chapter 4. Along with providing
important rationale and guidelines for selecting and using content and textbooks and preparing in-
structional objectives, Chapter 5 focuses on what you are going to teach by reviewing information
about the national standards for subject areas across the curriculum. It also introduces the planning
process by focusing on preparing instructional objectives. Chapter 6 provides information on the de-
sign of syllabi and disclosure documents along with the use and preparation of various types of units
and guidelines for writing cognitive, affective, and psychomotor instructional objectives. Chapter 7
provides a model lesson plan and goes into the details of how to create engaging lesson plans that
integrate technology and meet the needs of diverse learners. It contains numerous examples of lesson
and unit plans for middle and high school students in a variety of subject areas. The lesson and unit
plans were contributed by middle and high school pre-service teachers, novice and veteran in-service
teachers, teacher educators, and others.
Part 3, “Selecting and Implementing Instructional Strategies,” addresses the how component
and consists of three chapters. Chapter 8 on student-centered instructional strategies, focuses atten-
tion on grouping students for learning, using assignments, ensuring equality in the classroom, using
project-centered teaching, and writing across the curriculum. Chapter 9, which focuses on teacher-
centered instructional strategies, provides guidelines for using teacher talk, demonstrations, thinking,
inquiry, and games.

xviii Preface
Intricately interwoven with teaching and learning is the teacher’s use of fundamental classroom
tools (e.g., writing board, overhead projector, and bulletin boards) and the selection and use of printed
materials and visual displays, resources, networks and educational technology, media tools, and com-
puter-based instructional tools. The use of all these tools and aids to create engaging lesson and unit
plans to meet the needs of diverse learners is the focus of Chapter 10, the final chapter of Part 3.
Part 4, “Assessment of Teaching and Learning,” includes two chapters and focuses on the
fourth component of competent teaching—how well the students are learning and how well the teacher
is doing. Chapter 11 examines the assessment of what students know or think they know before, dur-
ing, and after the instruction. The chapter also provides practical guidelines for parent-teacher col-
laboration and for grading and reporting student achievement. Chapter 12, an important chapter for
student users and sometimes studied first, provides an emphasis on how well the teacher is doing—the
assessment of teaching effectiveness as well as guidelines and resources for ongoing professional
development. Chapter 12 also provides guidelines and resources for student teaching and for finding
a teaching position. These guidelines—and this book in general—have proven to be useful as refer-
ences for years beyond the current methods course.
Features of the Text

jj Teaching Scenarios provide an assortment of meaningful examples from middle and secondary school.
jj Sample Lesson and Unit Plans demonstrate educators’ creativity in using a multitude of tools and
technology to diversify instruction to meet the needs of all students.
jj In-class Activities support key concepts and highlight supplemental material.
jj Revised Exercises for active learning are found at the end of each chapter. The exercises are designed
to have the student continually assess his or her progress in the understanding and skill development
of teaching and involve the candidates in active and collaborative learning. (Note: Because some
exercises necessitate a visit to a school to have dialogue with students and staff, exercises should be
reviewed early so that you can plan your visits and work schedule. In fact, because certain exercises
build on previous ones or suggest that help be obtained from teachers in the field, we advise that all
exercises be reviewed at the beginning of the course. Because it is unlikely that all exercises could
[or should] be completed in a one-semester course, you will have to decide which exercises will be
done.)
jj Performance assessment rather than paper-and-pencil testing of teaching skills development is
encouraged by the micro peer-teaching exercises found in Chapters 2, 7, and 12. Indeed, Exercise
12.2 is a useful performance assessment to use at the conclusion of this course.
jj The Short-Explanation and Essay Questions at the end of each chapter have been revised and can
serve as an assessment of the chapter and as springboards for further discussion.
jj Answers to Self-Check Exercises 5.7, 5.8, 5.9, 5.10, 9.2B, and 9.3 have been grouped together and
can be found at the end of the book in the Answer Key.
jj To promote mastery learning, we employ a competency-based chapter format. Each chapter con-
tains (a) an opening list of specific learning objectives (or learning targets) for that chapter, (b) a
presentation of content as related to those objectives, (c) an integration of practice and reinforce-
ment in each chapter, and (d), at the completion of the chapter, a posttest assessment of how well
the opening targets have been achieved.
Supplements
Instructor’s Manual/Test Bank and PowerPoint Slides
An Instructor’s Manual to accompany this book has been provided by the authors to assist teacher
educators with using this book for their courses. This manual includes the following for each chap-
ter: key terms, chapter outline, list of exercises, and supplemental classroom activities. The Instruc-
tor’s Manual also includes a Glossary of terms, additional Suggested Readings for each chapter,
Posttest Questions and their corresponding answers, and additional Short-Explanation and Essay
Questions. PowerPoint slides are also available for every chapter.
The Instructor’s Manual/Test Bank and PowerPoint Slides may be downloaded from the Instructor
Resource Center at the Pearson Higher Education website (http://www.pearsonhighered.com). Your
local Pearson representative can help you set up a password for the Instructor Resource Center.

ACKNOWLEDGMENTS
Although teaching and learning in middle and secondary schools has become increasingly complex—
with many new and exciting things happening as schools continue to restructure their efforts to pro-
vide the best learning for today’s youth—we strive to keep the text at a reasonable length and to keep
it user friendly. We thank all the persons who helped in its development. We thank those who contrib-
uted and who are acknowledged at appropriate places throughout, as well as our friends, colleagues,
pre-service and in-service teachers, undergraduate and graduate students, and the highly competent
professionals at Pearson who have maintained their belief in and support for this textbook.
In our preparation of this 11th edition, we carefully heeded the recommendations made by users
and reviewers of the previous edition. We acknowledge and offer a sincere thank-you for the cogent
reviews and recommendations made by Susan Rakow, Cleveland State University; Thomas E. Reilly,
Ed.D., The Citadel; and Beverly Thurston, University of Richmond, Mary Baldwin College.
Although this edition is the result of the contributions of many professionals, we, as always,
assume full responsibility for its shortcomings. Our aspiration for this 11th edition is that it will
spark reflective thinking about your teaching and that you will find it stimulating and professionally
rewarding.
A special thanks goes out to a remarkably dedicated teacher, Anastasia Sunday, for her contribu-
tions to this textbook. We would also like to thank the following educators who contributed syllabi,
disclosure documents, teaching scenarios, lesson plans, rubrics, and other work. Their names are listed
here in the order in which they appear in the textbook: Dorothea M. Susag, Dr. Holly Hunts, Dr. Xaé
Alicia Reyes, Jim Bryngelson, Daniel Blanchard, Scott E. Taylor, Paul Andersen, Joyce Jarosz Hannula,
Paula Maguire, Ryan Hannahoe, Peter Detterline, Kathy Klipstein, Dr. Stephanie Standerfer, Colby
Carruthers, Leslie Jackson, Dan Burfeind, Hillary Stacey, Megan Hamilton, Roger Aguirre Lopez,
Mike Jetty, Dr. James Loewen, Dr. Nivea Lisandra Torres, Dr. Melanie A. Reap, Jennifer Norton, Toni
Renee Battle, Jordanne Nevin, Erin Pleiman, Chantal Gee, Heather Tyler, Tony Coppola, Rob Baither,
Adam Rudolph, Abderrahman Ouarab, Brooke Taylor, Theresa Crisafulli, Dr. Lynn Kelting-Gibson,
Jennifer Devine Pfeifer, Dennis Devine, Eileen Kugler, Dr. David Henderson, Dr. William Ruff, and
Tina Storer.
xix

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PART 1 / Introduction to Teaching and Learning in Middle and Secondary Schools
1
Middle and Secondary
CH A P T E R
Schools in the Past
Purpose, Organization, Structure, and Reform
SPECIFIC
OB JEC TIVES
At the completion of
this chapter, you will
be able to:
Summarize the evolution
of contemporary
education.
Describe how public
schools came to be
Courtesy of the Library of Congress Everett Historical/Shutterstock funded, and differentiate
between junior highs
and middle schools.
Chapter 1 Overview Outline the factors
that have shaped the
In this chapter we will define secondary schools and discuss the development of high schools, emergent picture of
junior high schools, and middle schools. Our reasons for reviewing the milestones in the education.
secondary school movement and the many variables that affect the teaching-learning process Comment on educational
reform efforts and the
today are simple: to be a competent teacher, you must not only know how schools are de-
changes brought about
signed to facilitate student learning but also understand why an eclectic teaching style is the by them.
best way for you to meet the varied needs of all your students. To accomplish this goal, you Discuss the validity of the
need to have an understanding of the historical context of our pluralistic society. The mate- middle school concept
rial in Part 1 provides a foundation of middle and secondary schools and students that will and the advantages
help you select the appropriate instructional strategies and techniques presented in subse- and disadvantages of
homogeneous grouping.
quent chapters.
Analyze the purpose
and effectiveness of
Introduction the different ways to
structure the school
Because schools are microcosms representative of the complexity of the larger society, the curriculum.
rapid and dramatic demographic changes occurring in the United States today are reflected in Define block scheduling,
our middle and secondary schools. In addition, recent discoveries about the teaching and learn- and analyze its advan-
ing process influence our pedagogy. Consequently, the school in which you soon will be teach- tages and disadvantages.
ing most likely will differ dramatically from the secondary school from which you graduated— Discuss how you could
in its curriculum, its student body, its methods of instruction, and even its physical appearance. improve learning
Before we go any further, let us define what is meant by the term secondary school. Then we opportunities for all
students while keeping
will briefly review the inception and growth of secondary and middle schools in the United in mind their distinct
States. We will also highlight the key issues driving the recent middle and secondary education needs.
reform movements. Understand the process
of decision-making and
developing your own
The Evolution of the First Schools and the instructional strategies
in a diverse environment.
Advent of Secondary Education Examine the various
community resources that
Middle and Secondary Schools influence a child’s learning
A secondary school is any school that houses students in some combination of what tradition- and development.
ally have been known as grades 7 through 12. However, because middle schools, which may Understand how external
begin with students in the sixth and even fifth grades, as discussed later in the chapter, usually factors influence changes
house students through the eighth-grade level, we use both terms—middle school and second- in the field of education,
and in turn have an effect
ary school—in this book’s title and throughout the text. Although the evolution of these on your teaching style.
M01_CARJ9227_11_SE_C01.indd 1 09/11/15 5:34 PM

2 Part 1 Introduction to Teaching and Learning in Middle and Secondary Schools
schools is covered in detail in foundations courses, we will take a quick look at when and how sec-
ondary schools came to be. We will also describe transitional schools by highlighting how junior
highs and middle schools differ.
Colonial Education: The First Schools

This brief evolution of the history of education in the United States differs from the historical perspec-
tive presented in foundations courses or other methodology textbooks in that a multicultural approach
addressing issues of equality is infused throughout. That being said, we felt compelled to highlight
how inequities based on race, ethnicity, socioeconomic status, religion, gender, and linguistic ability
have plagued our educational system from its inception. It is important to point out that before
Columbus arrived in the New World and “discovered” America, many Indigenous peoples already
populated this continent. Little was known about the pre-Columbian Americas until recent findings in
a variety of research fields confirmed that the early inhabitants were, in fact, culturally advanced. Still,
little is shared about their early teachings in our history books or in descriptions of the evolution of
education in the United States.
Even if we start our discussion with colonial education, it becomes evident that many of the same
issues we currently face in our schools were controversial from the beginning. Even though the separa-
tion of church and state in schools is protected by law today, religion played a key role in education in
colonial New England. The Puritans, having been persecuted for their religious beliefs in England,
were determined to secure the power of their church by providing their children with an education
grounded in their Protestant beliefs.
Education started in the home where parents were responsible for overseeing their children’s
moral development and teaching them how to read the Bible. As the vocational and other skills young
people needed became more specialized, dame schools formed.1 Women dedicated to teaching read-
ing, writing, and basic math skills started these schools in their homes where they prepared young-
sters for a fee.
After finishing one to three years of study, boys would complete an apprenticeship to master
a trade. From the beginning, everyone did not benefit from the same educational opportunities—a
reality that many argue persists today. Socioeconomic status determined opportunity; the wealth-
ier the family, the more desirable the apprenticeship the boys could choose. Some efforts to
educate the disadvantaged did take place but were minimal. Gender differences also existed. After
one or two years of reading and writing basics, girls focused on homemaking skills. Race and
religion dictated educational opportunity as well. African Americans and American Indians were
prohibited from seeking an education. As more religiously diverse settlers came to the New World,
several religious schools were founded so that parents could exercise control over their children’s
religious instruction.
Colonial education varied tremendously. In an effort to standardize the education students re-
ceived, legislators in Massachusetts checked in on masters training apprentices and parents who were
homeschooling their children. Once towns grew to more than 50 households, the inhabitants were re-
quired by law to hire a teacher. When the town doubled in size, they had to establish a secondary
school. Local control determined the curriculum, and property taxes funded the schools.
The Advent of Secondary Education: The Forerunners

of Today’s High Schools
The early secondary schools fell into one of three categories: Latin grammar schools, academies,
and English classical schools.2 The first secondary school was established in Massachusetts. Boys of
poorer families, females, and nonwhite children had limited educational opportunities. However, for
the children of the privileged class who were expected to pursue a university education, attending
elementary school was considered inadequate preparation. To meet the needs of these wealthier stu-
dents, the first secondary schools were founded.
LATIN GRAMMAR SCHOOLS In 1635, only 15 years after the Puritans arrived in America, the
Boston Latin Grammar School opened. In the Latin grammar schools, young boys between 7 and 14
years of age received an education focused on the classics. During the seven to eight years students
spent in these secondary schools, they mastered Latin. After they graduated from one of these prep
schools, the students were expected to attend college to pursue a career in politics or the ministry.
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Chapter 1 Middle and Secondary Schools in the Past Purpose, Organization, Structure, and Reform 3
One year after the Boston Latin Grammar School was founded, The Evolution of Middle and Secondary
Harvard College was established to prepare ministers.3 As TABLE 1.1 Schools in the United States
colonies were established along the eastern seaboard and more
Puritans arrive in North America
individuals completed an elementary education, more secondary 1620 Colonial education—homeschooling and dame schools
schools and colleges were established. Secondary education
1635 Boston Latin Grammar School opened
ACADEMIES More than 100 years after the first Latin grammar 1636 Harvard University established
school was established, a new kind of private secondary school, 1751 Franklin Academy opened in Philadelphia
the academy, opened. The first of its kind, the Franklin Academy, 1821 The English Classical School opened in Boston
bears the name of its founder, Benjamin Franklin. Established in 1826–1828 The English High School for Girls opened for two years
Philadelphia in 1751, this school’s curriculum was free of 1860 Forty public high schools in the United States
religious influence and much more practical in its offerings than 1900 Over 6,000 high schools in the United States
what the standard Latin grammar school curriculum included. 1905
Intermediate schools including seventh and eighth
The academies prepared students for a number of fields. Students grades were established in New York City
could select from a variety of courses including such electives as 1909 First junior high school opens in Berkeley, CA
“mathematics, astronomy, athletics, navigation, dramatics, and 1915 Ninth grade added to intermediate schools
bookkeeping.”4 These schools charged tuition like the Latin 4 million high school students in the United States; over
1930s
2,000 junior highs established
grammar schools, but the majority of these private academies
1940s–1950s Comprehensive high schools gain popularity
welcomed both girls and boys. The academies became very
1950s Middle school movement begins
popular, and over 6,000 were established. Still there were limited
1960s 10 million high school students in the United States
options for children of middle- or working-class families. 1970s 8,000 junior highs
Horace Mann is credited with reforming education and lead- 2003–2004 16,500 public high schools
ing the effort to establish formal, free public education for all stu- 2005 Over 14 million high school students in the United States
dents. He attempted to promote moral development and encourage 2006–2007 26.1 million secondary students in the United States
tolerance by educating the masses, which were representative of 2008 16.3 million students in grades 9 to 12
tremendous socioeconomic, religious, and ethnic diversity. 2010 Total grade 9-12 students in public schools: 14,657,000
Although initially it impacted only elementary education, the con- 2010-2011 Number of secondary educational institutions 24,544
cept of a free public education spread to normal schools (schools 3.1 million (81 percent) public high school students
designed to prepare teachers for the public elementary schools) graduated on time with a regular diploma
2011-2012
and then to secondary schools. Mann believed in a humane, prac- The overall percentage of ELLs (9.1 percent or an
estimated 4.4 million students)
tical education that would better prepare individuals to enter the
14,689,000 public secondary school students, grades
workforce and participate in a democratic society. The spread of 2014
9–12 (2014 estimated)
the Common School Movement went hand-in-hand with west-
ward expansion.5
ENGLISH CLASSICAL SCHOOLS: THE FIRST AMERICAN PUBLIC HIGH SCHOOLS

A third secondary school model, the English grammar school, provided a free public education for all
students. The English Classical School, later renamed the English High School, first opened in Boston
in 1821. These high schools offered a practical curriculum including courses in everything from navi-
gation to foreign languages. In fact, boys enrolled in the English grammar schools often studied to
become mechanics and merchants. Five years after the boys’ school was founded, a public high school
for female students was established in the same city, but the girls’ high school remained open for only
two years; students were eager to attend, but taxpayers were reluctant to foot the bill. See Table 1.1 for
the evolution of middle and secondary schools.
Funding for Public Secondary Education and the

Establishment of Junior Highs and Middle Schools
Funding for Public Secondary Education
Most of the other secondary schools that were established throughout the nation in the early 1800s
charged tuition and fees and shared little resemblance to the public secondary schools of this century.
Just as the Deluder Satan Act required Massachusetts residents to financially support elementary edu-
cation as early as 1647, new legislation in 1827 required that communities with more than 500 families
establish publicly funded high schools.6 With some local financial support, public high schools spread,
although slowly at first. By 1860, there were approximately 40 public high schools in the United
States. Then, in 1874, the Kalamazoo, MI, case7 provided state governments with the ability to levy
M01_CARJ9227_11_SE_C01.indd 3 09/11/15 5:34 PM

4 Part 1 Introduction to Teaching and Learning in Middle and Secondary Schools
TABLE 1.2 Summary of Differences Between Junior High Schools and Middle Schools
Junior High School Middle School
Most common grade span 7–8 or 7–9 6–8
Scheduling Traditional Flexible, usually block
Subject organization Departmentalized Integrated and thematic; interdisci-
plinary; usually language arts, math,
science, and social studies
Guidance/counseling Separate advising by full-time counselor Adviser-advisee relationship between
on individual or “as-needed” basis teacher and student within a home base
or homeroom
Exploratory curriculum Electives by individual choice Common “wheel” of experiences for all
students
Teachers Subject centered; grades 7–12 Interdisciplinary teams; student cen-
certification tered; grades K–8 or 6–8 certification
Instruction Traditional; lecture; skills and repetition Thematic units; discovery techniques;
“learning how to learn” study skills
Athletics Interscholastic sports emphasizing Intramural programs emphasizing
competition participation
taxes to support high schools; by 1900, there were over 6,000. Public high schools continued to open;
in the 1930s, there were approximately 4 million high school students. By the 1960s, that number
increased to over 10 million students. By 2005, there were more than 14 million students in America’s
high schools.8
The Creation of Junior High Schools

Even with an expanded education, all students’ needs were not being met by the elementary-secondary
school configuration. Although intermediate schools were established on the East Coast at the begin-
ning of the 20th century, the first notable junior high school was founded in Berkeley, CA, in 1909.9
Its curriculum resembled the discipline organization of the traditional high schools. In fact, junior
highs were established to help prepare students for the academic rigor demanded of them as high
school students. Junior high schools, initially housing students in grades 7, 8, and 9, sprang up through-
out the country. These in-between schools caught on; by 1930 there were over 2,000 junior highs, and
in the 1970s there were over 8,000.10 Some felt the junior highs were the answer to bridging elemen-
tary and high school education and making the transition of the students “caught in the middle” easier
(see Table 1.2).
The Creation of Middle Schools

Forty years after the first junior high schools were established, middle schools, created to better meet
the unique academic and psychosocial needs of pre- and early adolescents, gained popularity. Schools
at the middle level have a specialized mission, structure, and organization. Middle schools expanded
the seventh- to ninth-grade span of the junior high schools to include fifth and sixth graders. When the
awarding of Carnegie Units became a popular way to determine credit earned toward graduation from
high school, the ninth-grade link to grades 10 to 12 was emphasized.11
Some combination of grades 5 through 8, interdisciplinary teaching teams, integrated curriculum,
age-appropriate student-centered instructional strategies, block scheduling, and teacher advisory pro-
grams are the foundation of the middle school philosophy and characterize today’s middle schools.
Middle schools were designed to nurture students’ developmental needs by providing a community
atmosphere and helping students to make a smooth transition between elementary and secondary
school. Still, the middle school concept today remains vague, and of the 97,000 public schools in the
United States, only 13,100 are middle schools. Middle schools combine concepts from both elemen-
tary and high schools and subjects are not always completely separated. In addition, middle school
teachers often are not required to have majored in the subject they teach. In fact, although 46 states
offer middle school teacher certification, only 24 require it.12 Debates continue as to whether middle-
grade schooling should focus on the students’ academic or affective development. While many agree
that we need to nurture adolescent well-being, raising the level of academic performance remains the
key focus.13
M01_CARJ9227_11_SE_C01.indd 4 09/11/15 5:34 PM

Another random document with
no related content on Scribd:
perämiehen kanssa järjissään; se istui kajuutan katolla ja kirosi
saarnaajaa ja sinistä nauhaa, jonka oli saanut kaulaansa.
Kun laiva vihdoin oli kiinnitetty laituriin, oli liian myöhäistä alkaa
lastia purkaa ja miehistö jäi istumaan kannelle, heittäen ikäviä
katseita kaupungin valoihin. Heidän ilonsa, kun laivuri ilmoitti, että
saisivat vieraansa kanssa mennä kävelemään, olikin sentähden
rajaton ja he hyppivät kuin koulupojat.
"Parempaa seuraa on heidän mahdoton saada", tuumi laivuri,

joukon lähtiessä liikkeelle. "Kun ajattelen mitä kaikkea hyvää tämä
mies on saanut aikaan ainoastaan neljässä päivässä, niin oikein
minä häpeän."
"Lienee kai parasta, että teette perämiehen hänestä laivallenne",

sanoi
George. "Teistä tulisi mainio pari."
"Hänellä on kalliimpi kutsumus", vastasi laivuri kunnioittavasti.
Huomattuaan perämiehen kasvojen ilmeen, poistui hän huoaten.

Perämies nojautui mastoa vastaan ja kun laivassa ei enää muuta
kuullut kuin herra Hutchins ja aina vaan herra Hutchins, vaipui hän
synkkiin mietteisiin, kunnes miehistö palasi.
"Herra Hutchins tulee jälestäpäin", huusi laivapoika. "Hän lupasi

vaan mennä tervehtimään erästä vanhaa ystäväänsä."
"Minkä nimisessä kapakassa?" kysyi perämies ivallisesti.
"Ellette voi olla puhumatta pahaa, George, niin on parasta, että

tukitte suunne", sanoi laivuri ankarasti. "Mikä on teidän ajatuksenne
herra Hutchinsista, pojat?"
"Auliimpaa miestä ei koskaan ole löytynyt", vastasi Dan, miehistön
vanhin, vakaumuksella.
"Parempaa ihmistä en koskaan ole nähnyt", lisäsi toinen.
"Joko nyt kuulette?" sanoi laivuri ihastuneena.
"Kyllä, kyllä minä nyt kuulen", vastasi perämies.
"Hän on kristitty", sanoi poika. "Minäkään en ennen tiennyt, mitä

kristitty on, vaan kun tapasin hänet, selkeni asia minulle heti. Mitä
luulette hänen antaneen meille?"
"Antaneen teille?"
"Kokonaisen punnan kontantissa", sanoi poika. "Kultarahan

jokaiselle. Niin, katsokaas, sellaisia ne ovat ne kristityt. Toivoisin
vaan tuntevani useampia heitä."
"Tämän veroista en eläissäni ole kuullut", huudahti laivuri

ihastuksissaan.
"Ja niin kauniisti, kun hän sen teki", sanoi Dan vanhus. "'Kas
tässä, pojat, minulta ja laivurilta', sanoi hän, 'kiittäkää häntä yhtä
paljon kuin minuakin'."
"Niin, älkää nyt tuhlatko rahojanne", sanoi laivuri. "Minä teidän

asemassanne panisin ne pankkiin, — sehän olisi jo koko kaunis
pohjaraha."
"Toivon hänen saaneen ne rehellisillä keinoilla", huomautti

perämies.
"Tietystikin", huudahti laivuri. "Teillä on kova, tunteeton sydän,
George. Olisittepa ollut hiukankin tunteellisempi, olisitte ehkä
saaneet osanne tekin."
"Vieköön piru hänen kolikkonsa", sanoi perämies. "Ihmettelen

mistä hän on saanut ne ja mitä hän tarkoittaa, sanoessaan niiden
olevan yhtä paljon teiltä kuin häneltäkin. Te ette juuri rahoja
lahjoittele."
"Hän varmaan tarkoittaa", sanoi laivuri vaatimattomasti, "että minä

olen tällaiset ajatukset hänen sydämeensä saattanut. Niin, kyllä nyt
on parasta, että menette kojuunne, pojat. Työ alotetaan kello neljältä
huomisaamuna."
Miehistö poistui keulapuolelle ja laivuri ja perämies menivät

nukkumaan. Lamppu jäi kajuutan pöydälle palamaan, laivuri sanoi
hyvää yötä perämiehelle ja nukkui muutaman minuutin perästä kuin
lapsi.
Kello 4:ltä heräsi perämies ja huomasi laivurin seisovan

saarnaajan kojun ääressä. Lamppu seisoi yhä pöydällä ja paloi,
vaikkakin päivänvalo jo selvästi paistoi ikkunasta.
"Ei ole vielä tullut takaisin?" kysyi perämies, huomattuaan vieraan

kojun tyhjäksi.
Laivuri pudisti alakuloisena päätään ja viittasi pöydälle. Perämies

seurasi sormen osoitusta ja näki pienen nahkapussin ja sen vieressä
neljä ja puoli penceä kuparirahaa, sekä suuren joukon vaskinappeja.
"Siinä oli 23 puntaa rahtirahoja, tuossa pussissa, Lontoosta

lähtiessämme", sanoi laivuri kun hän vihdoin sai puhelahjansa.
"No mihin luulette niiden kadonneen?" kysyi perämies ja puhalsi
lampun sammuksiin.
"En voi aavistaakaan", vastasi laivuri. "Olen aivan sekaisin

päästäni.
Vei… herra Hutchins ei vielä ole tullut takaisin."
"Hän varmaan on saanut esteen, eikä ole tahtonut enää yöllä

häiritä teitä", sanoi perämies, lihaksenkaan hänen kasvoillaan
värähtämättä. "Mutta luulenpa hänen voivan hyvin, missä hän sitten
lieneekin. Älkää olko hänen tähtensä rauhaton."
"On merkillistä, minne hän on mennyt", tapaili laivuri, "erittäin

merkillistä."
"Hutchins on erinomaisen avokätinen", sanoi perämies. "Hän

antaa miehistölle, suuremmatta ansiotta, viisi puntaa, ehkä hän nyt
teitäkin auttaa takaisin tultuaan."
"Menkää ja käskekää miehistö tulemaan tänne", sanoi laivuri,

heittäytyen sohvalle ja tirkistellen nappiläjää edessään.
Perämies totteli ja muutaman minuutin kuluttua tuli hän takaisin

miesten kanssa, jotka osanotolla kuuntelivat laivurin kertomusta
vahingostaan.
"Se on salaisuus, jota ihmisjärki ei pysty selvittämään sir", sanoi

vanha Dan, "eikä maksa vaivaa yrittääkään sitä."
"Niin, se on niitä salaisuuksia, jotka eivät koskaan näe päivän

valoa", lisäsi kokki vakuuttaen.
"Mielelläni en ketään syyttäisi", sanoi laivuri, "mutta minun täytyy.
Ainoa, joka on voinut ottaa rahat, on herra Hutchins."
"Mitä? — Tämä pyhä mieskö?" huudahti Dan. "Muuta kuin nauraa,

en taida sellaiselle ajatukselle."
"Sitä ei hän olisi voinut tehdä", sanoi poika. "Hän oli aivan liian
hurskas."
"Hutchins on ottanut nämä 23 puntaa", sanoi laivuri päättävästi,

"eli sanokaamme 18, sillä viisihän minä saan takaisin."
"Nyt taidatte erehtyä sir", vastasi Dan.
"Kas niin, antakaa rahat takaisin", sanoi laivuri ankarasti.
"Ei, suokaa anteeksi, sir, sitä me emme tee", sanoi kokki omasta
ja toisten puolesta, asettaen toisen jalkansa kajuutan rappusten
alimmalle astuttavalle. "Veli Hutchins antoi meille rahat siksi, että
lauloimme niin hyvin psalmeja. Niin hän sanoi, emmekä me olleet
velvolliset uskomaan, etteivät rahat olleet rehellisesti ansaittuja.
Eihän meillä, pojat, ollut mitään syytä epäillä sitä, eihän?"
"Miten se olisi voinut tulla kysymykseenkään", vastasivat kaikki

esimerkiksi kelpaavalla yksimielisyydellä.
He seurasivat kokkia kannelle, nojautuivat laivan syrjään ja

katselivat kaiholla paikkaa, jossa viimeisen kerran olivat nähneet
hyväntekijänsä. Surullisen aavistuksen valtaamina, etteivät koskaan
enää tapaisi hänen kaltaistansa ihmisystävää, hajaantuivat he kukin
suunnalleen ja valmistautuivat päivän töihin.
NAIS-ASE
Pitkä kesäpäivä oli lopussa ja hämärä alkoi vähitellen muuttua

pimeydeksi. Kuunari "Sinikellon" laivuri lähestyi hitaasti satamaa,
perämiehensä seuraamana. Molemmat olivat käyneet ravintolassa
syömässä, jonka ohessa ei juomaverojakaan unohdettu, ja laivurin
itsetietoisuus, joka selvänäkin oli kyllin huomattava, ei suinkaan ollut
laskenut portterin mukana. Hän astui mahtavasti kuunariinsa, mutta
kääntyi yhtäkkiä perämieheensä, joka juuri aikoi seurata esimerkkiä
ja nosti varottavasti leveän kätensä suulleen.
"Mitä se oli kun minä sanoin?" kysyi hän hiljaa, mutta kiivaasti.
"Niiden molempien poliisienko kurittamisesta?" arvasi perämies,

hiukan hämillään.
"Ei", vastasi toinen ankarasti. "Kuulkaa!"
Perämies kuunteli. Kanssista kuului pidäteltyjä miesten ääniä ja

hopealle helähtävää tyttöjen naurua.
"No, sepä peijakasta", sanoi perämies, huomaten

velvollisuudekseen jotakin sanoa.
"Ja tällaista vielä senjälkeen, millä heitä varotin", sähisi laivuri.
"Kuulitteko mitä minä sanoin heille, Jack?"
"En koskaan ole kuullut mehevimpiä kirouksia ja uhkauksia",

todisti perämies.
"Ja kuitenkin on niitä nyt täällä, vastoin kaikkia minun kieltojani.

Kaiken sen jälkeen mitä sanoin heille. Kaikkein uhkausten jälkeen,
kuin minä… minä käytin."
"Käytitte", toisti perämies.
"He ovat käyneet kutsumassa tuota naisväkeä tänne. Te muistatte,

Jack, mitä sanoin tekeväni, jos he sen tekisivät?"
"Lupasitte syödä suolatta koko joukon", kertasi perämies

palvelushaluisena.
"Minä teen parempaa, Jack", sanoi laivuri, hetkisen synkkänä

mietittyään. "Mikä estää meidän päästämästä irti laivaa ja ottamasta
mukaan koko 'sakkia'?"
"Jos minun ajatukseni haluatte tietää", sanoi perämies, "niin

miehistölle ette suurempaa iloa voisi millään tehdä."
"Saadaanpa nähdä", vastasi laivuri merkitsevällä silmäniskulla.

"Koittakaapas nyt toimia hiljaa, Jack."
Käyden itse edellä, hyvällä esimerkillä, hyppäsi laivuri laiturille ja

irroitti köydet, jotka yhdistivät mitään pahaa aavistamattomat vieraat
syntymäkaupunkiinsa. Laiva alkoi heikon maatuulen painamana
hiljalleen erota laiturista.
Laivuri tarttui peräsimeen. Halkaisijan kitinä, perämiehen sitä
vetäessä ylös, houkutteli kanssin luukkuun pörröisen pään, jonka
omistaja, huudahdettuaan jotakin tovereilleen, hyppäsi kannelle ja
katseli hämmästyneenä ympärilleen.
"Auttakaa työssä", huusi laivuri, kun toisetkin miehet ryntäsivät

kannelle. "Keulapurje ylös!"
"Pyydän anteeksi, sir", sanoi yksi joukosta, kohteliaammin kuin

koskaan eläissään, "mutta…"
"Auttakaa perämiestä", ärjäsi laivuri kuivasti.
"Sem, yritäppäs liikkua", huusi perämies. "Nopsemmat ajatukset."
Miehet katselivat neuvottomina toisiaan, mutta huomasivat

kuitenkin parhaaksi ryhtyä toimiinsa. Silloin kuului kauhistuksen
huuto kanssista. Tytöt olivat vasta nyt käsittäneet asemansa ja
juoksivat pelästyneinä kannelle, saadakseen, jos suinkin mahdollista
autettua asemaansa.
"Mitä?" kiljasi laivuri, teeskennellen kummastusta. "Naisväkeä

laivalla — kaiken senjälkeen kuin olen varoittanut teitä, miehet. Se ei
voi olla mahdollista, — varmaankin uneksun."
"Viekää takaisin meidät", rukoilivat tyttölapset, välittämättä hänen

tylystä puheestaan. "Kääntykää ympäri ja viekää takaisin meidät,
kapteeni."
"Mahdotonta", vastasi laivuri. "Nyt näette, mikä on seuraus

tottelemattomuudesta. Vetäkää isopurje ylös, kuuletteko te!"
"Emme koskaan tee sitä toista kertaa", huusivat tytöt,
huomatessaan pimeän meren edessään, kuunarin pujahtaessa
sataman suusta. "Viekää takaisin meidät."
"Ei tule kysymykseenkään", vastasi laivuri kiusottelevasti.
"Tämä on laitonta, sir" virkkoi Ephraim Biddle juhlallisesti.
"Mitä? Laitonta? Lähteä matkalle omalla laivallaan?" ihmetteli

laivuri. "Mistä minä tiesin noiden täällä olevan? En kierrä ympäri, en!
Maatkoot kuten ovat sänkynsä valmistaneet."
"Eivät he mitään sänkyjä ole valmistaneet", sanoi George Scott.

"Totisesti on väärin rankaista tyttöjä meidän rikoksistamme."
"Suu kiinni", tiuskasi laivuri.
"Se on laitonta", totesi Biddle. "Jos he olisivat matkustajia, niin

tällä lailla ei ole oikeutta kuljettaa sellaisia. Jos he taas vasten
tahtoaan ovat tulleet poisviedyiksi, on se ryöstöä. Luin juuri eräänä
päivänä sanomalehdestä miten eräs nuori mies oli saanut seitsemän
vuotta vankeutta naisen ryöstöstä. Ottakaa huomioon, kapteeni,
kolme kertaa seitsemän on… kolme kertaa seitsemän on… kolme
kertaa seitsemän on… on… on enemmän, kuin halusta istuisittekaan
kiinni, kapteeni."
"Tyhmyyksiä" sanoi laivuri "löytyyhän niitä salamatkustajia jotka

piiloutuvat laivaan, saadakseen vapaan matkan. Ensi satamassa
lasken heidät maalle, — Plymouth'issa."
Kuului kolme sydäntäsärkevää, haikeaan itkuun päättyvää

huudahdusta.
"On parasta, että menette kojuun, lapset", sanoi Biddle, miehistön
vanhin.
"Miksette pakota hänet viemään meidät takaisin?" sanoi

harmissaan Jenny
Evans, pisin tytöistä.
"Emmehän me sitä voi tehdä, ystäväiseni", vastasi Biddle. "Se olisi

vastoin lakia. Vai olisiko sinusta hauskaa nähdä meidät raudoissa."
"Samantekevää", vastasi miss Evans, valmiina itkuun, "kun vaan

pääsemme pois täältä. George, vie meidät kotiin."
"Minä en voi", vastasi Scott alakuloisena. "Sitten saat katsella

toista tyttöä itsellesi", sanoi miss Evans riidanhaluisena. "Minusta ei
sinun vaimoasi koskaan tule. Miten kauan vankeutta luulet saavasi,
jos pakottaisit laivurin kääntymään ympäri?"
"Vähintäinkin kuusi kuukautta", vastasi Biddle, Scottin puolesta.
"Kuusi kuukautta kuluu yhdessä tuokiossa", sanoi miss Evans ja

pyyhki kyyneleet silmistään.
"Sehän olisi vaan tervetullut lepoaika", lisäsi miss Williams

houkuttelevasti.
Kun miehet eivät kuitenkaan katselleet asiaa samassa valossa,

selittivät tytöt, että heillä ei ole mitään tekemistä raukkojen kanssa ja
kömpivät keulaan purjeiden alle itkemään kovaa kohtaloansa.
Hetken seisoivat miehet ympärillä ja koettivat kömpelösti lohdutella,
mutta saivat pian tarpeekseen nuhteista ja hävyttömyyksistä ja
vetäytyivät noloina kojuihinsa.
Kun ylimmäiset humalat olivat haihtuneet laivurin päästä, alkoi
häntä vähän arveluttaa tekonsa, vaan kun oli myöhäistä asiaa enää
auttaa, päätti hän kestää leikin loppuun ja jäi varmuuden vuoksi itse
peräsimeen.
Yö oli kirkas ja tuuli heikko. Vähitellen kuitenkin alkoivat esineet

käydä selvemmiksi koittavassa päivänvalossa ja yht'äkkiä pistivät
tytöt esiin alakuloiset päänsä purjeiden välistä ja hengittivät
halveksivasti aamun raitista meri-ilmaa ja keskusteltuaan hetkisen
innokkaasti keskenään nousivat he ylös, lähestyivät laivuria ja
tirkistelivät häntä ajattelevan näköisinä.
"Se tulee käymään kuin tanssi", sanoi miss Evans, ojentautuen

täyteen pituuteensa ja katsellen pilkallisesti suuttunutta miestä.
"Hänhän on kuin pieni poika", lisäsi miss Williams urhoollisesti.
"Synti, ettemme ennen tulleet sitä ajatelleeksi", tuumi miss Davies.

"Miehistö ei luultavasti hänen avukseen tule?"
"Ei tule kysymykseenkään", sanoi miss Evans halveksivasti. "Ja

jos tulee, saavat osansa hekin."
Tytöt menivät matkaansa ja laivuri seurasi otsa rypyssä heidän

toimiaan. Keittiöstä otettiin kaksi harjaa ja luuta. Laivuri päästi syvän
huokauksen, nähdessään miss Evansin nousevan lastiruumasta
toisessa kädessä ämpäri valkoista maalia, toisessa tervapytty.
"Pitäkää varanne, tytöt", varoitti miss Evans.
"Pankaa pois nuo tavarat", sanoi laivuri käskevällä äänellä.

"Tuskimpa", vastasi miss Evans kiusottelevasti. "Kasta paremmin
harjasi", jatkoi hän kääntyen miss Davies'iin. "Muistakaa: terva ja
piki, vetää merimiestä liki!"
Nauru seurasi vanhaa sananpartta, ja tervaa ja maalia tippuvat

harjat käsissään marssivat naissankarit täydessä sotarintamassa
laivurin eteen.
Laivurin sydän pamppaili kurkussa ja kirkasten kamalasti kutsui

hän uskollista miehistöään avuksi.
Miehet kömpivät hitaasti kannelle ja katseltuaan hetkisen

kummissaan tyttöjen hankkeita, työnsivät he Ephraim Biddlen esiin.
"Ottakaa noilta harjat pois", käski laivuri mahtavasti.
"Pysykää erillänne tästä asiasta", sanoi miss Evans yli olkansa.
"Muuten saatte, jotta tiedätte", lisäsi miss Williams

verenhimoisena.
"Ottakaa niiltä harjat pois, kirkui laivuri ja vetäytyi vaistomaisesti

taaksepäin, välttääkseen miss Evansin liiallista tuttavuutta tekevää
harjaa.
"En ymmärrä miten me voisimme sekaantua tähän asiaan, sir",

sanoi
Biddle nöyrällä kunnioituksella.
"Mitä?" kysyi laivuri ihmeissään.
"Rikkoisimme lakia jos toisten toimituksia häiritsisimme", sanoi

Biddle ja kääntyi tovereihinsa. "Rikkoisimme pahasti."
"Älkää hassutelko", sanoi laivuri kiivaasti. "Harjat pois niiltä,
kuuletteko? Terva on minun ja väri myöskin.";
"Kyllä te ne saatte", sanoi miss Evans rauhoittavasti.
"Jos me koskisimme heihin", sanoi Biddle innokkaasti, "olisi se

suoraa lain rikkomusta. Ja sitäpaitsi saisimme varmasti naamamme
kauniiksi! Kaikki mitä nykyisissä olosuhteissa saatamme tehdä, on
katsella vieressä, että työ käy kunnollisesti."
"Kunnollisesti!" kirkui laivuri, hyppien raivosta ja kääntyi kannelle

tulevaan perämieheen. "Ottakaa harjat pois noilta hulluilta ihmisiltä,
Jack."
"Ellette pahastu", vastasi perämies, "tahtoisin kernaasti olla

sekaantumatta koko juttuun."
"Mutta se ei ole minun tahtoni", vastasi laivuri ankarasti. "Ajakaa

pois ne!"
"Miten se on mahdollista?" kysyi perämies täysin oikeutetulla

kummastuksella.
"Käsken teidän ajamaan pois nuo ihmiset", sanoi laivuri. "Keinot

saatte keksiä itse."
"Minä en toisten edestä nosta kättäni naista vastaan", vastasi

perämies päättävästi. "Velvollisuuksiini ei kuulu antaa maalata
naamaani tervalla ja öljyväreillä!"
"Mutta velvollisuuksiinne kuuluu totella minua", sanoi laivuri

koroittaen ääntänsä, "jokaisen teistä. Onhan teitä viisi miestä
perämiehen kanssa ja tyttöjä on vaan kolme. Mitä te pelkäätte?"
"Aijotteko viedä meidät kotiin?" keskeytti miss Evans.
"Menkää h—ttiin!" kirkasi laivuri kiukuissaan.
"Kysyn teiltä kolme kertaa", sanoi miss Evans päättävästi. "Yksi —

käännättekö laivan? Kaksi — käännättekö laivan? Kolme — — -"
Syvän hiljaisuuden vallitessa astui hän pari askelta taaksepäin,

voidakseen paremmin tähdätä, samalla kun kumppaninsa asettuivat
kumpikin puolelleen vihollista.
"Pitäkää varanne tytöt, ettei hän saa tartutuksi harjoihin", sanoi

miss
Evans. "Jos hän siinä sittenkin onnistuu, on toisten lyötävä varsilla.
Älkää välittäkö vaikka se vähän koskeekin."
"Ottakaa peräsin minuutiksi, Jack", sanoi laivuri vaaleana, mutta

päättävästi.
Perämies tarttui vastahakoisesti peräsimeen ja laivuri, koittaen

mahdollisimman paljon salata pelkoaan, lähestyi miss Evans'ia ja
yritti katseellaan masentaa hänet. Ihmiskatseen voima on tunnettu ja
miss Evans osoitti, miten hyvin hän ymmärsi vaaran, työntämällä
harjansa kohti laivurin naamaa. Yritys epäonnistui, kiitos ja kunnia
laivurin vikkelille säärille, joiden avulla hänen onnistui hypähtää
syrjään. Mutta samassa silmänräpäyksessä putosi valkoiseen
maaliin kastettu harja hänen niskaansa. Laivuri parahti, kääntyi
ympäri, vaan huomattuaan voiton mahdollisuudet hyvin pieniksi, lähti
laputtiin, kuin koulupoika. Läpi keittiön, ympäri kantta kiiruhti hän
eteenpäin raivoisain kostavien harjojen edellä, kunnes vihdoin
ähkyen, väsyneenä, hyppäsi laivan syrjälle ja siitä köysiä pitkin
mastoon.
"Pelkuri!" huusi miss Evans uhaten aseellaan.
"Tule alas", kirkui miss Williams. "Tule alas ja ole mies!"
"Hänen kanssaan ei maksa vaivaa tuhlata kallista aikaa", sanoi

miss Evans, vielä kerran vedottuaan mastossa istuvan laivurin
miesmäisyyteen. "Hän pääsi karkuun. Kastetaan harjat uudestaan."
Äsken vielä pakahtuakseen nauranut perämies kävi yht'äkkiä

totiseksi kuin patsas. Harjat kastettiin juhlallisen hiljaisuuden
vallitessa ja miss Evans astui rohkeasti perämiehen eteen.
"No, no, tytöt", sanoi tämä, puoleksi rukoilevasti. "Älkää hassutelko

enempää."
"Mitä me emme tekisi?" kysyi herkkä miss Evans ja nosti

harjaansa.
"Tiedätte kyllä mitä tarkoitan", vastasi perämies kiireesti. "Minä en

voi tehdä mitään."
"No sitten me autamme teitä", sanoi miss Evans. "Antakaa laivan

kääntyä ympäri."
"Te tottelette määräystä, Jack", kuului laivurin ääni ylhäältä.
"Teille se kylläkin on mahdollista, kun siellä istutte, levossa ja

rauhassa", vastasi perämies harmistuneena. "Mutta minä en aijo
antaa tervata itseäni teidän tähtenne. Tulkaa alas ja ottakaa peräsin
laivallanne."
"Tehkää velvollisuutenne Jack", huusi laivuri, pyyhkien nenäliinalla

kasvojaan. "Eivät ne teihin uskalla koskea."
"Te vaan ärsytätte heitä", huusi perämies kiukkuisena. "Minä en
pidä perää — tulkaa itse hoitamaan sitä."
Hän hyppäsi sivulle, kun kärsimättömän miss Evansin harja tuli

liian lähelle, tarttui köysiin ja kiiruhti ylös kapteeninsa jälkeen. Biddle,
joka seisoi lähimpänä, katsoi totisena päällysmiehiinsä ja tarttui
peräsimeen.
"Ettehän te tahdo tehdä pahaa vanhalle Biddlelle, tytöt?" sanoi

hän mahdollisimman mairittelevasti.
"Emme tietystikään", vastasi miss Evans.
"Ei terva mitään pahaa tee", selitti miss Williams.
"Se päinvastoin virkistää", sanoi kolmas. "Yksi… kaksi…"
"Ei auta", sanoi perämies, kun Ephraim samassa oli hänen

vieressään.
"Meidän täytyy antaa myöten."
"Antakoon piru", kirkui laivuri. Mutta sitten näytti joku ajatus

pälkähtäneen hänen päähänsä, otsansa laskeutui syviin ryppyihin ja
hän alkoi kiivetä alaspäin.
"All right", sanoi hän, kun miss Evans oli valmiina vastassa
kannella.
"Minä käännän ympäri."
Hän tarttui peräsimeen, kuunari nousi ylös tuuleen ja miehistö oli

valmiina kiinnittämään purjeet toiselle puolelle.
"Ja nyt pojat", sanoi laivuri hyväntahtoisesti hymyillen, "voitte viedä
nuo roskat pois kannelta, niin, harjat voitte viskata vaikka yli syrjän,
ne kuitenkin ovat jo kelvottomia."
Puhuen huolimattomasti, vaikkakin ääni vähän värähdellen, tunsi

hän ahdistusta rinnassaan, nähdessään miten miss Evans osoitti
miehet takaisin.
"Te pysytte paikoillanne", sanoi tyttö käskien. "Me heitämme ne

kyllä itsekin pois lakattuamme niitä tarvitsemasta. — Mitä sanoitte,
kapteeni?"
Laivuri olisi kernaasti uudistanut sanansa, mutta silloin kohosi

miss Evansin harja. Sanat kuolivat hänen huulilleen, ja
katsahdettuaan toivottomasti perämieheen, perämiehestä
miehistöön ja taas tyttöihin, näki hän parhaaksi tyytyä kohtaloonsa.
Kiusallisen hiljaisuuden vallitessa saattoi hän tytöt takaisin
kotirantaan.
KAKSI YHTÄ VASTAAN
"Sankari hän on, sankari sanan täydessä merkityksessä", sanoi

kokki ja tyhjensi likavesiastian yli syrjän.
"Mikä — mikä hän on", kysyi laivuri.
"Mikä?! Sankari tietysti", vastasi kokki hyvin pitkään ja selvästi.

"Sankari tässä maallisessa maailmassa, mies, josta koko miehistö
saa ylpeillä."
"En luullut häntä uimariksi", sanoi laivuri ja katseli uteliaasti

kömpelörakenteista, keski-ikäistä miestä, joka istui lastiruuman
luukulla ja katseli tylsämielisestä laivan kantta.
"Se hän ei olekaan", sanoi kokki, "ja se juuri hänet ainakin minun
silmissäni tekee kahta vertaa sankarillisemmaksi."
"Riisuiko hän vaatteensa?" kysyi perämies.
"Ei riepuakaan", vastasi kokki ylpeästi. "Ei edes hattua, sillä se

upposi."
"Sinä valehtelet kokki", sanoi sankari ja irroitti silmänräpäykseksi

katseensa kannesta.
"Otitko sitten housusi pois, George?" kysyi kokki innokkaasti.
"Heitin hattuni laiturille", murisi George.
"Joka tapauksessa hyppäsit tyttö raukan jälkeen heti, kuin oikea

englantilainen, eikö totta?"
Ei kuulunut vastausta.
"Eikö totta?" toisti kokki itsepintaisesti.
"Pitikö minun sitten hypätä kuin kiinalaisen?" ärjäsi George

kiukkuisena.
"Se on vaan kainoutta", sanoi kokki, kääntyen toisiin kasvojen

eleellä, ikäänkuin hänellä olisi ollut joku merkillinen eläin
näytettävänään. "Ei hän edes kärsi puhuttavan siitä. Ja kuitenkin oli
mies vähällä hukkua, eikö totta? Vaan samassa sattui tulemaan joku
hinaajalaiva, miehet löivät koukun suoraan hänen housunsa
takapuoliin ja vetivät molemmat ylös. Nouse ylös ja näytä housusi
takapuolet niille, George."
"Jos minä nousen ylös", sanoi George, ääni kiukusta vapisten,

"koituu kuuma hetki sinulle, poikaseni."
"Eikö hän ole kaino?" ihmetteli kokki. "Oikein nautinnolla kuuntelee

häntä. Ihan samanlainen oli hän vedestä maalle päästyään, kun
väkijoukko alkoi hyväillä ja taputella häntä."
"Eikö hän pitänyt siitä?" kysyi perämies.
"No niin. Oltiin ehkä liian innostuneita", myönsi kokki. "Eräs ukko,
joka ei tungoksessa voinut päästä lähelle, taputti häntä kepillä
päähän, mutta se oli vaan hyvässä tarkoituksessa."
"Olen ylpeä sinusta, George", sanoi laivuri sydämellisesti.
George murisi.
"Minä kirjoitan hallitukselta mitalin hänelle", sanoi laivuri.

"Löytyykö todistajoita, kokki?"
"Tuhansia", vastasi puhuteltu. "Mutta minä ilmoitin heille jo hänen

nimensä ja osotteensa. Kuunari Johan Henry Limehousesta on
hänen osotteensa", sanoin minä "ja George Cooper on hänen
nimensä."
"Lörpöttelet aivan liiaksi", sanoi nyt sankari, "sinä viheliäinen,

vinosilmäinen rajasuutarin penikka."
"Kuulkaa nyt taas hänen kainouttaan", sanoi kokki etevämmän

hymyllä. "Hän ihan halkee häveliäisyydestä, sen hän tekee.
Olisittepa vaan nähneet, kun se nuori herra otti hänen
förttikraafinsa."
"Otti hänen… minkä?" kysyi laivuri uteliaasti.
"Hänen förttikraafinsa… portterettinsa… muotokuvansa", selitti

kokki. "Se oli joku nuori, sanomalehteen kuvia ottava herra.
Georgesta näpsähytti hän juuri kun tämä likomärkänä vedettiin
hinaajaan, toisen kun hänen kasvonsa olivat kuivatut ja vielä
kolmannen kun George seisoi ja kirosi miestä, joka kysyi, oliko
hänen vaatteensa kovin kastuneet."
"Ja sinä sanoit hänelle minun nimeni ja osoitteeni", sanoi George,

kääntyen ympäri ja puiden nyrkkiään. "Sen sinä teit."

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(eBook PDF) Teaching in the Middle

and Secondary Schools 11th Edition

(eBook PDF) Science Instruction in the Middle and

(eBook PDF) Teaching Reading in Today's Elementary

(eBook PDF) A Case for Teaching Literature in the

(Original PDF) Teaching for Diversity in Canadian

(eBook PDF) Developing Content Area Literacy: 40

Teaching Reading in Today's Elementary Schools, 12th

(eBook PDF) Teaching Mathematics: Foundations to Middle

(eBook PDF) Elementary and Middle School Mathematics:

Teaching in the Middle and

Jioanna Carjuzaa Richard Kellough

Preparation Provides Confidence and Success 89

Teacher-Caused Student Misbehavior: Scenarios for Review 104

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EXERCISE 4.1: Student Handbooks 115

Chapter 4 Posttest 118

Student Textbooks 125

Aims, Goals, and Objectives: A Clarification 133

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EXERCISE 5.9:Recognizing Objectives that Are Measurable—A Self-Check Exercise 148

Chapter 5 Posttest 149

Chapter 6 Posttest 181

jj LESSON PLAN 7.3: Technology-Integrated Mathematics Lesson Plan 199

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Chapter 7 Posttest 252

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Learning in Pairs and Small Groups 260

Chapter 8 Posttest 277

Guidelines for Using Questioning 291

Whole-Class Discussion 295

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Equity in the Classroom 297

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Twitter and Social Networking Tools 320

Copyright and the Internet 322

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What to Expect at Your First Teaching Job 390

Chapter 12 Posttest 404

END NOTES 405

ANSWERS TO SELF-CORRECT EXERCISES 412

NAME/AUTHOR INDEX 422

SUBJECT INDEX 426

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New to This Edition

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Organization of the Text

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Features of the Text

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M01_CARJ9227_11_SE_C01.indd 1 09/11/15 5:34 PM

Colonial Education: The First Schools

The Advent of Secondary Education: The Forerunners

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ENGLISH CLASSICAL SCHOOLS: THE FIRST AMERICAN PUBLIC HIGH SCHOOLS

Funding for Public Secondary Education and the

EXERCISE 5.9:Recognizing Objectives that Are Measurable—A Self-Check Exercise 148

jj LESSON PLAN 7.3: Technology-Integrated Mathematics Lesson Plan 199