Chapter 4 What Teacher Leaders Need to

Know

Leadership does not mean that e become a different person; rather e

become more of the person e could become. This allo s us to do and
change man things.

(Ma W gh, .g de- - a ag g-cha ge.c )

Th cha e f c e a edge eeded f eache eade h .

The f h g eache eade eed ab he e e a ea e a d
eade , h he e e beg . We a h e f- edge beca e e
be e e e ac g a f eache eade de e . O he
edge h cha e c de de a d g ad ea e a d he eed
a d gh eache de e h gh he ca ee . A ed h ch
f a , eache eade be e edgeab e ab he e e a d
he ; he ce he be be e ab e ead. We add e add a edge
eache eade eed Cha e 5, b he e a e ed h cha e
c de:

1. Wha d eache eade eed ab he e e ?

2. Wha e ac g e h g a a eache eade ?
3. H ca de a d g he eed f ad he eache eade ?
4. H ca eache eade be h d ffe e ge e a ?
 5. Wh de a d g eache de e e a eff a
eache eade ?

What do Teacher Leaders Need to Know About

Themselves?
We, a d he (e.g., Ka e e e & M e , 2009), h ha eache eade
be edgeab e ab h he a e a d h he a bec e.
Teache eade e ha e ed h c c ha e f- edge a ,
a d de a d ha h e f- edge he a be a ed he
d e f he c eag e , e ec h he a ach ea g e
h g h ab eache eade h . I a , a L d a (2013), e
f he eache eade e ed h, ece e:

For teacher leaders to not onl understand themsel es but also be

understanding of the ie s and beliefs of others. Teachers must first be
self-a are of ho the are as educators before the can gain the support
of others. Self-a areness as a teacher in ol es kno ing ho one s
pre ious e periences, personal life, and teaching e periences ha e shaped
ho the are as teachers. Recognition of this sense of self ill then allo
teachers to obtain a deeper understanding of the school en ironment in
hich the ork and access to others ideals and beliefs. Teacher leaders
must reflect on these ideas and be illing to understand that others ma
not al a s share these same ideas....It is important for teacher leaders to
be conscious of their surroundings and not onl understand but also
celebrate the differences that e ist among teachers. Recogni ing all of
these factors ill help influence school change on a broader scale and
increase students successes.

Fe d a g e ha he be ef eache h d f e ce he e ce ,
dg e , a d d . Teache be ef a f e ce he beha ,
dec , a d ac (Le , 2014). U de a d g e be ef e a ed
each g a d eache eade h a a e de e g a a eache
eade . F he e, a g e be ef e c a he be e a d
a a ab e f c c e a a a d ac .C e e , he be ef
e a c a d e a ed, he a ed e ded de ed
ac eac . F he , e d a g e ha g ha he eache
be e e a ch eade , fe a de e e (PD) eade , a d
he e he e a eache eade de e he d ,
edge, a d he eed be cce f eache eade .

Wh e be ef a e d ffe e ha edge, a d h cha e ab

edge eeded b eache eade , e h a add e
eache be ef beca e he a e a f g e e f a d beca e be ef
g de eache ac ca edge a d he beha (Le , 2014; Ve ,
Va D e , & Me e , 2001). Be ef a e e a a f e h gh h ch
eache e edge (F e & B eh , 2012; Le , 2014; R cha d ,
2003), h ch c de edge he eed be eache eade . Pa a e
(1992) gge ed ha a h gh eache a c fae edge a d be ef ,
he d c ha be ef a e e e a , he ea edge ba ed
b ec e fac ag eed b a c a c e (R cha d , 1996,
2003). A , ch f ha c de ed fe a edge ha bee
ca eg ed a be ef (Kaga , 1992).

I ac ce, e a e he eache eade beg de e e f-

edge b a g he a e he g he d be ef e c h
a a ab e f e a a b he e e a d he . We d h b e gag g
eache a e a he g ce e c he be ef b ge e a g
ha e, a d he , ha e ca ed e a ac ca he e , PPT (Le ,
2014; L debe g & Le , 2003). Ba ed C e (1990) ea
eache be ef , e def e PPT a teachers beliefs that guide their classroom
practices (theories) based on prior life e periences, including nonteaching
acti ities (personal), and e periences that occur as a result of designing and
teaching the curriculum (practical). He g eache c e,e c a e,
a d he d he a he e ac he be ef c ea e he e f- edge,
ca he he de e e ac g e h g ab eache eade h , a d
he de e g e e f age c a eache eade . We de c be a
ce f c ea g eache e f- edge b e c g he be ef he
f g ac .

Pe a ac ca he e a e eache be ef ha g de he c a ac ce ( he e )
ba ed fe e e e ce , c d g each g ac e ( e a ), a d e e e ce
ha cc a a e f de g g a d each g he c c ( ac ca ).
 ACTIVITY: E gag g he e a he g ce he h ab a da c ae
ac be ef a d a e he e c , e he a g. I he c e f g
de e e a a eache eade , he e a he g ce ca be acc hed h ee
e :

1. F , e e a ac ca he e (PPT ) a e a a fe a f e g he d
be ef ab eache , each g, de , ea g, ch , c c , a d b h ch a d
eache eade h , f e a e. S e e a e f PPT a e ded a he e d f h
ac ,b f c e e he f g e e ce a h g ab
be ef e a ed eache eade h :
Ia a be he ...
S de a he e e he ...
F e d /fa a I a ...
S e h ha I...
I e ead g he ...
The h g h ch I ag ee h c eag e a e...
2. Sec d, ef ec a d ed ha e a be e e a ab
each g a d eade h . Th ab ha eade h , ha eache eade h ea
, ha h ead g d e ac , a d he c ec ee be ee
each g a d eade h a d be ee eache a d eade . A ef ec a d ed
ha eade h , a ee e f ac g d g h g a a eache eade , a d
ha edge a d h eed be a effec e eache a d eache eade .
3. Th d, de e 5 8 ae e ha e e ha be e e ab each g a d eache
eade h . U e I- a e e (e.g., I be e e ha a a eache eade I ca be
cce f b c ab a g h he ) a he ha a e e ab ha he gh a
ab eache eade h ha eache eade h d d (e.g., Teache eade h d
c ab a e h he , Teache eade h ab c ab a ). Th a
beca e e e e PPT a e e e a . H e e , be e a ed ha e PPT
h he a a ge g ,a d e ee f he e a e a ha ed be ef he
g .

S ee a e f PPT , be ef , ab eache eade h c de he f g:

I ha e h gh e ec a f de a d e f a a eade .
I be e e ha a de ca ea a d e b e e h ha e . I h
h a e b a a eache eade .
I be e e ha de eed h ha he a e ea ga e he e.
The ef e, I be e e a g ea - d c ec each g.
I h ha c ca g effec e h de , a e , a d c eag e e
e e h gI a acc h a a eache eade .
Ia a e ah e hb h de a d c eag e a d de e ge e
ea h . I be e e ha e a h ae e eache eade h .
I be e e ha c ab a a e a e cce a a eache a d a eache
eade .

We a a he eache eade e h e he be ef a e e ,
PPT , ab eache eade h a a f da f eache e ea ch, h ch e
add e Cha e 5, a eache eade h ec he gh a
de a e. We d h he ha e g ded, ef ea f ch g
 a c a eache e ea ch eade h ec ba ed he be ef e
ha he gh gge he .

The e a e a he a e c eache be ef , c d g g
a a e ,a b g a he , fe h e ,a d ea h .E ca g e
each g h h , e ec f ca g ab e h h f
eade h a ag d a face be ef . Th a d he ef ec e
ac e e ea eache be ef ab eade h a e de c bed he e
g de ha acc a e h b .

What Supports Metacognitive Thinking as a

Teacher Leader?
A de f a c a g be ef a a eache , a d e ec a be ef
ab eache eade h , e e c g he a c ea e e f- edge
a c ea e ab h e ac g e ab eache eade h . We
a eache eade be ef ab he eade h , ha e e f-
edge ab he e g h a d he e ,a d de a d ha
he eed ea be cce f eade .

Me ac g ab a a e e a d de a d g f e h gh
ce e . Me ac g a e f h ghe - de h g ha e ab e
a ae e ,a a ,a dc a d f c g e h gh ce e ,
e ec a he a e e gaged ea g. I , be g ab e h
e ac g e ea ha a e a a e f ha a d ha
d , a de a d ha gh eed ea
acc ha a c a a ,a d a e ab e e ha a ead
acc ha a .

Teache h ead ha e a f de a d aced he e, he

h a d ac a . The ef e, he eed h e ac g e a d he
he eache e e ac g ef . I he d , eache eade
ha e e f- edge ab ha he a d he ha e ea ed, a d
de a d h he ea ed d ec he ea g a d ha f he .

Ac a , e e f - ea eache e gage h gh e e f e ac g e
h g a a he e beca e e e h g e (D ff , M e ,
Pa , & Me h, 2007); he a e h g ha e a eache he he
c c cha ge , he e c ce a e ga d ced.
H e e , eache eade eed be a a e f he efe ed a f
each g a d ea g ha he d fa he a f g he a
he h he eache ba ed he efe e ce . F e a e, f I
ha I ea be b ead g a d a g e ,Ia eed ha
he a ea b ee g e a e ac a de , b b e g
ea e. O he a eed ac a a e dea bef e he ea
de a d , I ca eff a a eache eade ffe g
ead g e ec g e e a e e.

Ref ec a d e f- eg a ae e a ec f e ac g . Ref ec
he ac f h g ab ha e h e , h e e f- eg a ha
d h be g ab e ga e a d a age h e c e ea .
De e g e ac g ab bec g a ef ec e ac e;
a ab de e g ec f c a eg e ha a e ef edge f
eache eade ha e. Me ac g c de a ga d ga g
ac e , e g g a , be g a a e f e e f a ce h gh a a ,
e f- g, a d d ec g ce e a d a eg e ha a e eeded a e
ge a d ach e g e g a . Me ac g e e e f-a e e
a d c ca e f- ef ec .

Me ac g ac ec c ca h ga d be g, a d
de a d g h a d he ea a c a a eg . F a e , ec f c
e de e e ac g e h g ca be a e b eache eade . The e
c de e g g a a ge , d d g b g a a e a , c ea g
e e , chec g e ge he e e, a d be h g he
be adb c a e. T b e h g ca c de chec g ge
a d e g a ,f c ga d a ga e he a a ha d, a g
he f he he eeded, a d ad ca g f e e f he ece a . Be g
g ad a d ac a a ea eeded ad e d f ca
a a ha a f e ac g e h g. Ref ec ca a d h d c de
c c a d c ca a e g b h cce f a d cce f a eg e
a d h g ahead ab h ad b h e a d a eg e eeded f
f eg a .

S e c c e e a eache eade ca de e he e ac g e
h g c de e ab h g a f he e e a eache eade , e g
g a , a d de e g e e , a d c ed Cha e 3. Se f- e g,
ef ec e a g, a d d c g h gh ce e h he
eache eade a e add a a eache eade ca e e c e he
e ac g e ce e . I he dea a , a eache eade ca a e
eg a h a he ed ca ha e h e fda g ea d .
H e e, ec c each a d a e c ab ha e ac g
, h a d h eache eade h d de e h d f e f-
edge, a d h he ca e e ac g e a eg e he de
he each a e he eache he h a eade h ca ac .
F he , e h e ch eade c ea e e f eache a d
eache eade e gage h e f beha b ad gh e ed
ee g a d h gh he ch da ee .

ACTIVITY: T e a a e g g de a d g f e ac g , h ab a d he e
d c e e he e e : Wha d de a d ab e ac g ?
Wha d de a d? Wha e e d e ab e ac g ?H gh
g ab ea g e ab e ac g ? Wh d h e ac g a f
eache eade de e ? H ca e ha ab e ac g de e a a
eache eade ? Wha e ac g e a eg e c d e he be d e a a e
ca ch ? H f he e a eg e ed? A e a e , ea
ea f e (5) h g ea ed ab e ac g , a ea h ee e ac g e a eg e
a add e e e, a d a ea e e ha e ab e ac g .

I add g he f a a d a eg e de c bed ab e he
eache eade de e he e ac g e ab e , he e a ed
Tab e 4.1 a e a he a f a e a d e a a e he e g h f
de a d g a d e f e ac g . U g a ca e f 1 ( ae ) 4
(h gh f e ), h d ae ef each f he e e e a ed
e ac g a d d ad h d f h g. T a c e
f 80 100 a e a d ca f g de a d g a d e f e ac g e
h g, h e c e f 60 79 a e a e age, a d c e f 40 59 a e e
ha a e age, h ch d ca e a eed f a ge ed eff . Whe c e ae
e c e ed, h d e g a c ea e e ac g e h gb
ch g e f he a eg e de c bed ab e.
How can Understanding the needs of Adults Help
Teacher Leaders?
I add eache eade c ea g he e f- edge b ea g ab
e ac g a d g e ac g e a eg e , de a d g h ad
ea a edge f eache eade . S ch edge he
eache eade be e de a d he e e a d he c eag e . I ac ca
edge he ca a he g h he ad . F he e,
beca e eache eade e h ad h a e e he de
ge ha he e e , e h edge ab he cha ac e c a d
efe e ce f d ffe e ge e a a edge f eache eade .
G e ha d g he eache e a a ga eache ea ed
ab ch d a d ad e ce de e e , eache e ha e e
e e ed ea g e ab g effec e h ad . H e e , e
a f d ha he a ead a ab he e e a ad ea e , e
a a a he ba a d ha e ha he be fe a ea g
e ha e bee . We a he h ab ha he ea dd
e he he a e d a h , a c fe e ce e e a ,aca , a
he PD he ha e e e e ced. A , a c a g ha
he efe a ad ea e a a a ha he e a e a
ab ad .

The e a h e f e d f d ab ad ea e ca ed andragog (e.g.,

K e , 1980; Me a , Caffa e a, & Ba ga e , 2007). Ba c
a he e a e ab ad ea e c de he e cha ac e c:
The a e ca e e f-d ec ed he ea g; he a e e e ce
e ea a e ce he ea g; he a ea a
c; he a e f c ed g b e ; a d he a ec a e ea g
h g ha a e e e a a d ha e ac ca a ca he ea fe. Beca e
he ba c e e f a d ag g e a e ee g he eed f ad ea e , e
h eache eade h d be edgeab e ab he b a
ca e he he a a eache eade . I Tab e 4.2, e a e
e a e ha e ab he eed f ad ea e .
A e ed ab e, e e c age eache eade ca e he eed f
ad ea e . Tha , eache eade d be e f ef ec ha
he , a ad , f d ef he ea g, a d he e ha he
a ead ab he e e a ad ea e he g h he
ad . Th c de e h gh he gh each ad c a
h he each ch d e . Teache eade h d c c a d ef
c de b h he e he a e he g h he ad ( ee
Tab e 4.3 f e a e )a dh he gh a f ad ea g he
ead g fe a ea g e ,f e a e, h ch e de c be
Tab e 4.4.
K g ha he eed f ad ea e a be d ffe e ha ha eache
a ead ab ch d e ea g eed , e h a c c a g ed e
each g ad effec e a e a g. Th c de de f g
he eed f he g , ca ef c de g he a ae ea d e g
f ea g ge he , e g c ea g a a d b ec e (a d ha g he e
b c ), a g e -ac e ac e , a d be g e a e ha
ea ed d g each fe a ea g . I add ,
a f a eache eade be g df a ba ed he eed
a d ee f he ad h. I f e b e a ca bec e a
ed e g e . S be g f e b e e he g h ad !

How can Teacher Leaders work Best with Different

Generations?
T da ch c de fac a d aff c e g f ge e a . Teache
eade a c ef a e f he e ge e a ,a d e
 h eache f a d ffe e ge e a a he a e e. The e
ge e a c de he Bab B e h ae e e a eache a d ch
eade b be ee d-1940 a d d-1960 , a d Ge Xe b be ee
he d-1960 a d he d-1980 . The e ge e a a a ead be
e g a ch a d eache eade . H e e , Bab B e acc
f ab 12% f da f ce, h e Ge Xe acc f 43% f he
f ce. We a ha e Ge Y, e a ca ed he M e a , b
be ee he d-1980 a d ea 2000 . The acc f 44% f da
f ce, he a ge fc e a df e eache eade . A d he
he e a e he Ge Ze , b be ee 2000 a d 2020 h be
e e eache a d eade . Each f he e ge e a ,a ag , had
d ffe e e e e ce a d e ec a g g , h ch affec he e f
he d (Ze e, Ra e , & F c a , 2013), a h gh ge e a a e
a e a e ec a f e eb h 7 8 ea a e he e d f a
ge e a .

Rega d e f h e a e a d he e e g e , he c fea e
h ge e a c ac ac a , e h c, c a a d ec c
d ffe e ce . A ea e e d d a e e e ce a be, he
ha e a ace h ha e be f he ge e a .A e be
f a ge e a ha e bee f e ced b he de e , c,
ech g , he e a d ca a he ha cc ed d g he
f a e ea . (A a ge , 2008, . .)

D ffe e ce ge e a a g , h gh e ha f e e d d a
a ge e a a g , ea a h ead he
d ffe e a .F e a e, a Bab B e a d Ge Xe a e a
ech a a e he M e a Ge Ze , he a be e c ed ab
g ech g eade h e a a each g a d ea g
. Ma Bab B e a e ed -d a age e , a e e -
e ed, a d a ha e g ac f ced e f he e a ef
he b. H e e , M e a , he a ge ge e a da
f ce, a e e ab f d g a be e - fe ba a ce ha he
a e (Ze e e a ., 2013). M e a a a g ae g f eade
h a e h e a d ha e eg , a d he a cha e ge , e f
g h, a d a ca ee a h ha gh c de eache eade h (Sch &
Le , 2009, 2015). The a e c e a e a d ha e f a g
 he a (Ze e e a ., 2013). I fac , e be e e ha e be f a
ge e a a a he e a e h g a d a a be ea ed
e ec f , ha e he dea c de ed h gh f , a d ece e feedbac a d
ec g . H e e , each ge e a a de e be ec g ed d ffe e .
F e a e, Ge e a Y e e e d e ad a
ec g ch a a ce f ca e a e f he ff ce a ....If a
ec g e he e ge e a g e he a ha f-da ff de a f ee ca
a hc (H ghe & F eh , 2013, . 46).

A ge e a a a he e a e h g a d a a be ea ed e ec f , ha e he
dea c de ed h gh f , a d ece e feedbac a d ec g .

A a a a e e e edge ha eache eade eed ha e

ab d ffe e ge e a , Tab e 4.5 de f a ab he e g h
f h ee ge e a (B e , Ge Xe , a d M e a ), a e a ha
a e he . We ffe h f a f he de e edge
ba e f eache eade h .H e e, a a f eache eade
ec g e ha a ge e a ha e c :

W a eh c e f e a f f e a d a fac , f a
a chec .
W ace c e a .
Be g ed ge he b d e he be e fac ha def e b
a fac .
The eed fee a ed b he e e be ha he b.
The a f e b he ace.
S cce f d gac a he ca a hf a g e.
Ca ee de e e he a ed f f ec g ,e e e
ha a a e a d e ha ced e . (A a ge , 2008, . .)

I , edge f he a e a d d ffe e ce a g ge e a
a cce f eade h . N d e h edge he eache
eade de a d he , b a he he be e de a d he e e
a d he ee . A e ha e f c ed e f- edge h cha e , e
h d be a ab e f eache eade e c ac edge a d
he e e age ge e a a d ffe e ce , e ec a ca a g ge e a a
e gh ,a g a he a e ca ef ee e he .
 SOURCE: A a ge , 2008, . .

ACTIVITY: Read e e a c e ab ge e a a d ffe e ce

( .ge e a a .c ), e e he f a ab e ab he cha ac e c f
d ffe e ge e a a dh h he . Se f- de f ha ge e a a cae
h. Ma e a Ve d ag a f a a d f d ffe e ce ac ge e a a
g a e he cha ac e c e c a d e f he e a a .N h ab a
ece PD e e e ce a d e d he e e :

D h he e e e e e ab e ee he eed f he ad ea e f d ffe e
ge e a ?
D d he f c e he ea g eed f e ge e a ? Wa ge e a ?
I e ec , ha c d d ha d be e ee e ge e a a ed ca eed
he e h he ad ?

D c he e e h ee , f b e. F a , e e he f ge e a a e gh a d
a Tab e 4.5 a d a e a c e c de h e edge he f g
ea , g g ,g g feedbac a d e a d , a g f PD, a d gc f c .

Wh is Understanding Teacher Development

Important to our Efforts as Teacher Leaders?
I add edge ab he eed f ad ea e a d de a d g
ge e a a d ffe e ce , e ha e f d ha eache eade be ef f
e ea ch-ba ed edge ab h eache de e h gh he
ca ee . K edge ab h eache de e a e ha ed d g eache
e aa ,b e f d he eache eade a e e e e ed he
de e e a a eache a d h e ea che de c be eache de e e .
F ae , f a e , he e a e e e a c g e he e f eache
de e e , b he e g e he h h ch e e e ag ee . The e
ae e ea de f h eache beg de e (Kaga , 1992) a d ha
he c ce a e ea he ca ee (e.g., F e , 1969; F e & B ,
1975). The e ea c ce , ca fe bef e a d d g he ea h
f he f each g b, a e ab he e e , h he e he ,
a d he he he be acce ed. Th f ed b c ce ab each g
he c c e . F a , eache c ce hf f c he de
a d c ce ab ee g he de eed a d each g he e .
T ca , c ce ab de a e he f c f beg g eache b he
e d f he f ea , a d c e be he f c f eache , he
d .

Ne , e ha e de f eache de e e ha c e he fe a f
eache ca ee ( ee Le , 2003, f a e f add a de f
eache de e e ). The e de de c be h eache edag g ca
edge de e e e. O e de de c be h eache h g
a d he f c hf he c a a he de e f ce e e
(Be e , 1986, 1988) ba ed f a ce g he . The he
de de c be he de e e f eache edag g ca h g ac he
ca ee a (Le , 2003) ba ed de e e a age he . U f ae ,
he e he de ha ca e he c e f eache h g
ha add e e a he d a f ha eache ha e ea a d each,
c d gh he gh bec e eache eade . H e e , he e de
e e ba ed e e e be a a d e e f eache ac he
ca ee a ; ha , he a e e ca ba ed a d he e ca .

The f a e ha e he e ffe ed he eache bec e e

edgeab e ab he e e . I he d , he e de ha e he c
a e beca e he he eache h ab a d e f-a e he e he a e
de e e a ha he gh h ab h he a c e
de e . The e de f eache de e e a de f a ha
eache eade eed ab he de e e a eed f he eache
he h a eade h ca ac . Th edge a be e ec a
ef f h e e gaged e g e eache .

Be e a d h c eag e (1986, 1988) ed che a he a d ed f e

age f ce e e eache c g ab ca ac ce ffe a
de f h edag g ca e e e de e he c a . Th de f
eache de e e e ha e he e f e e e ce de a d g
d ffe e e f edag g he d b eache ce h e e age . I
a d ca e ha eache a beg h e ac g e ab he
ca ac ce a ea a he h d f h ea he c a .

1. N ce P e e ce a d f - ea eache ea d c ace
each g a h gh ea - d e e e ce, a d a e c e -f ee e
( D e Ch a ) a d dec ; a d a ed.
2. Ad a ced beg e Sec d- a d h d- ea eache beg de e g
e d c a d a eg c edge, b c e c e a he
a g dec . Ad a ced beg e a he b ea
f e a d ced e , a d a ha e a e e f ha
a .
3. C ee A ea a he h d f h ea , eache beg a e
c c dec , a e ab e ea d e g a ,a dd a
c f he c a a d he c c .C e e eache a e ab e
d g h be ee ha a d a a dd a
a e g a ge g e . The a fee e e a c
f he c a e e a d he c c .
4. P f c e P f c e c e e ge he f f h ea f a de be f
eache h a e ab e a eg ca a a e a d a e c c
dec ( .e., h e ac g e ). The a d -h a e
e de e ed a d ca be e ea a ed. P f c e eache
ec g e a e a he ha e ed bef e a d ca ed c
e e . The a e a a ca a d de be a e he dec a g.
5. E e E e eache a e cha ac e ed b h gh a d ac ha a e
f d, f e b e, a d f g. U e a b e de e , he d ha e
be c c a a c h de be a e ab he edag g ca
dec beca e a ac ce ha e bec e a a ed. The a e
c ec g e a b e a d de be a e a a e .

The ec d de , he A a d H che M de f Pedag g ca

De e e ( ee Le , 2003), a de e e a , age de ha add e e
f a ec f edag g eache h g ab each g, ea g,
beha , a d ch d e de e e .I e f f c e h
eache de e he h g a d ha he de a d ab each g a d
ea g e e. Th de c de de e e a a e f
edag g ca ac ce ha a e c a ea d c e f e a f
h g, b a cce e e h ca ed a each e e . The ef e,
a e e a e ha de e ga e h ca ed e f each g
a d ea gd e ea aba d g e ac ce ; he a e c ded,
b he h ghe e e f h g bec e he e e a d f da e a a
f de a d g each g a d ea g.

1. Na e E c Teach g e e a h g a d e g de
ha he eed a ha a e a ea g. Lea gc e f
e e e c g.
2. E e da Beha Teach g e e a de g a d
e f c g. Lea gc e f de d g, ac c g, a d d g.
3. G ba C c Teach g e e a d g ha d -
e e e ce . Lea gc e f de ha g a e
e e.
4. D ffe e a ed C c Teach g e e a g d g de
h g h d a . Lea gc e f de e gag g e e
a g.
5. I eg a ed C c Teach g e gag g de cha e g g
ac e a d g d g he de a d g ac e ea d a .
Lea gc e f de e gag g be g.
6. C ec ed C c Teach g e gag g de cha e g g
ac e a d e c ag g he e ac g ea a e e a d
de a d g f acade c, c a , a d e h ca e a d c ce
he e e e d a . Lea gc e f de e f-a a e e
a d a g e b f he h g a d ea g.

A e ed ab e, b h he e de e e de e ed ba ed e e g
a d be g eache ac he c a ,b g d a e ea ch
(Le , 2003) f d ha h ee a fac f e ce eache
de e e : (1) e f g g, h gh- a PD; (2)
ade f e a a d fe a ; a d (3) he ab be ef ec e
a d h e ac g e . Ba ed he e f d g , ee g ca ha
eache eade a eed g g, h gh- a fe a ea g
e, e a a d fe a ,a d h ef ec e a d
 de e he ab h e ac g e f he a e g g de e
h gh he ca ee a eache eade .

Summar
I h cha e e f c ed e f- edge eeded b c e a d f e
eache eade , a e a b ch eade e c ag g eache eade . T
c ea e eache eade e f- edge, e d c ed he a ce f
de f g e be ef h gh a e a he g ce , a d he
a ce f ea gh h e ac g e a a eache eade . We
a ded f a ab he eed f ad ea e a d ge e a a
d ffe e ce h da each g f ce. Th c ded ac ca a ca
f h edge. The e ha ed de f h eache de e e e
a add a f a ha ca be ed c ea e he e f- edge f
eache eade a d he he he h he eache . I he e
cha e , e f c e edge f eache eade e a ed
de a d g ch a ga a , cha ge he , a d he a ce f
ch c e a d ch c ae eache eade h . Add a ac e,
ead g , a d ce a , a d e f ef ec a dd c ae
a a ab e he c a eb e f h b .