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Classroom Teaching Skills
Designed for beginning teachers, CLASSROOM TEACHING SKILLS, Tenth Edition, conceptualizes the effective teacher as a reflective decision maker, responsible for planning, implementing, evaluating, and making management decisions in the classroom. Each chapter considers a particular teaching skill, first discussing the theory behind it, and then presenting the reader with practice situations in which knowledge about the skill can be applied and evaluated. The Tenth Edition continues to address the importance of core InTASC standards (matched with learning objectives for each chapter), while incorporating more extensive coverage on technology, Common Core State Standards, and working with English Language Learners. In addition, new Voices from the Classroom and Case Study features help readers better understand the issues they may encounter as teachers. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Learning Strategies and Learning Styles
A style is any pattern we see in a person's way of accomplishing a particular type of task. The "task" of interest in the present context is education-learning and remembering in school and transferring what is learned to the world outside of school. Teachers are expressing some sort of awareness of style when they observe a particular action taken by a particular student and then say something like: "This doesn't surprise me! That's just the way he is. " Observation of a single action cannot reveal a style. One's impres sion of a person's style is abstracted from multiple experiences of the person under similar circumstances. In education, if we understand the styles of individual students,...
The Pragmatic Vision
Since C. S. Pierce advocated a pragmatic approach to truth and knowledge, it has been one of the characteristic themes of American philosophy. This book examines how pragmatism's central ideas can be applied and implemented across the entire domain of philosophical deliberations, ranging from theory of knowledge and the value theory to providing explanations for human actions, and even to matters of ethics and religion. While there are various ways in which to weigh the merit of a philosophical idea or theory, this book makes the case that an assessment of that theory’s applicative utility is of the essence. The intersection of the theoretical and the practical is where meaningful philosophizing finds its legs, and Rescher’s unique pragmatically oriented analyses of traditional philosophical us to regard some historically prominent philosophical ideas in a new and revealing light.
Class Management
Successful teachers operate in many different ways, but they have one thing in common - an ability to manage their classrooms effectively. Without this basic skill, the most inspiring and knowledgeable teacher is in danger of failing. In Class Management Ted Wragg aims to help teachers to clarify their own aims and to find the strategies which will work for them. Topics covered include first encounters, the establishment of rules and relationships, management of time and space and specific discipline problems.
In Search of Understanding
The activities that transpire within the classroom either help or hinder students' learning. Any meaningful discussion of educational renewal, therefore, must focus explicitly and directly on the classroom, and on the teaching and learning that occur within it. This book presents a case for the development of classrooms in which students are encouraged to construct deep understandings of important concepts. Jacqueline Grennon Brooks and Martin Brooks present a new set of images for educational settings, images that emerge from student engagement, interaction, reflection, and construction. They have considerable experience in creating constructivist educational settings and conducting research on those settings. Authentic examples are provided throughout the book, as are suggestions for administrators, teachers, and policymakers. For the new edition of their popular book, the authors have written an introduction that places their work in today's educational renewal setting. Today, they urge, the case for constructivist classrooms is much stronger and the need more critical. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Differentiated Primary Science
What is differentiation? How can it be put into practice in primary science lessons? Is it really possible to provide differentiated learning activities for a class of thirty or more primary children? Taking a refreshingly pragmatic approach, Anne Qualter addresses these challenging issues in this book. Drawing on her own experience as a classroom teacher combined with research undertaken in a wide range of primary classrooms, the author shows that genuinely differentiated primary science is achievable. Using several classroom examples, she argues that differentiation is not simply about categorizing children as more or less able but involves the teacher in complex decisions which take account of the child's understanding and capabilities, their cultural background, gender, linguistic capabilities, interests and a variety of other factors. The book will be invaluable reading for both trainee and practising primary school teachers.
Becoming a Teacher
This third edition addresses important educational questions. It is designed to represent a coherent, challenging & thoughtful set of articles that will help readers to firm up their own ideas & give a factual basis for discussion & debate.
