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The Ways We Love
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Inclusive Primary Teaching
This is an invaluable and fully updated text on inclusive practice for all primary trainees and teachers and for those working towards the National Award SEN Co-ordination. It provides an equality- and child-centred approach to inclusion, combining both theory and practice while promoting critical thinking about the complex issues involved. Scenarios are used as the basis for unpicking major topics and provide opportunities for learning in context, while questions and reflections encourage deep thinking about key learning points. This second edition has been fully revised throughout and now includes: • full reference to the new Special Educational Needs and Disability Code of Practice (2014) as well as the Children and Families Act (2014) and Behaviour2Learn • two completely new chapters on understanding learners who are vulnerable and understanding learners with communication difficulties • extended thinking activities and extended reflections to support M-level study • an improved organisation with emphasis on the national priorities.
The Ways We Love
This volume delineates a developmental theory of love relationships that provides a comprehensive approach to treating couples. Drawing on her 30 years of clinical experience, Sheila A. Sharpe conceptualizes marriage and other committed partnerships as comprising multiple patterns of relating that develop over time in a parallel, though interconnected, fashion. Seven universal patterns of intimate relating are identified: nurturing, merging, idealizing, devaluing, controlling, competing for superiority, and competing in love triangles. Sharpe demonstrates how these patterns originate in a person's early experience, are reworked in different ways throughout life, and express everyone's basic needs for both connection and separateness. Supplying vital insights and tools for therapeutic work, the volume offers the clinician a multifaceted perspective on how couple relationships grow and what happens when their growth becomes derailed.
The Sisterhood
One Sunday afternoon in February 1977, Toni Morrison, Alice Walker, Ntozake Shange, and several other Black women writers met at June Jordan’s Brooklyn apartment to eat gumbo, drink champagne, and talk about their work. Calling themselves “The Sisterhood,” the group—which also came to include Audre Lorde, Paule Marshall, Margo Jefferson, and others—would get together once a month over the next two years, creating a vital space for Black women to discuss literature and liberation. The Sisterhood tells the story of how this remarkable community transformed American writing and cultural institutions. Drawing on original interviews with Sisterhood members as well as correspondence, mee...
An Introduction to Diverse Literacies in Primary Classrooms
How can teachers be prepared to support all children in becoming literate? How can teachers best mediate the technical aspects of literacy and make these meaningful and relevant to their children? What kinds of pedagogical practices can enable children to become creative and critical users and producers of digital and non-digital texts? An Introduction to Diverse Literacies in Primary Classrooms brings together the voices of academics, classroom teachers, student teachers and children to answer these questions. Research into children's literate lives illustrates that literacy is very much integrated into children's ongoing home, community and school experiences, and these rich and diverse li...
Thanks for the Feedback
The authors of the classic Difficult Conversations teach you how to take criticism productively in Thanks for the Feedback. We get feedback every day of our lives, from friends and family, colleagues, customers, and bosses, teachers, doctors, and strangers. We're assessed, coached, and criticized about our performance, personalities and appearance. We know that feedback is essential for professional development and healthy relationships - but we dread it and even dismiss it. That's because while want to learn and grow, we also want to be accepted just as we are. Thanks for the Feedback is the first book to address this tension head on. In it, the world-renowned team behind the Harvard Negoti...
Understanding and Enriching Problem Solving in Primary Mathematics
This up to date book is essential reading for all those teaching or training to teach primary mathematics. Problem solving is a key aspect of teaching and learning mathematics, but also an area where teachers and pupils often struggle. Set within the context of the new primary curriculum and drawing on research and practice, the book identifies the key knowledge and skills required in teaching and learning problem solving in mathematics, and examines how these and can be applied in the classroom. It explores the issues in depth while remaining straightforward and relevant, emphasises the enrichment of maths through problem-solving, and provides opportunities for teachers to reflect on and further develop their classroom practice.
Beyond Early Writing
This essential text for primary trainees and teachers examines the key skill of writing beyond the earliest school years. Teaching writing involves much more than simply teaching the mechanics of spelling, grammar and punctuation, important though these are. There are particular issues around writing in school, including the fact that children’s writing consistently lags behind their reading in external tests such as SATs, boys’ relative lack of success and teachers’ lack of confidence in modelling writing. This book addresses these topics as well as focusing on other pertinent practice issues such as working with proficient writers, engaging disengaged writers and working with children who have EAL and SEN.
Reflective Primary Teaching
An essential text helping student teachers, classroom teachers at all stages in their careers, school mentors and teacher educators develop their effectiveness by analysing and improving their practice in the light of a deeper understanding of the professional Standards. The new format of the Teachers’ Standards means it is now necessary to develop shared understandings about, for example, what constitutes high expectations or good progress. Rather than making simple judgements about discrete skills or fragments of knowledge, a more holistic, rounded vision of teaching and learning is required. Each aspect of the Standards is dealt with in a chapter of its own, where the central topic is presented as both complex and contested in a way that invites readers to formulate their own interpretations. The approach used accentuates the importance of reflection as a key professional attribute and readers are encouraged to reflect on their own experiences and on their responses to case studies and quotations as a means of helping them to develop their understandings.
