Teaching skills and techniques Books

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Book SynopsisTable of Contents1. Abnormal Behavior in Historical Context. 2. An Integrative Approach to Psychopathology. 3. Clinical Assessment and Diagnosis. 4. Research Methods. 5. Anxiety, Trauma, and Stressor-Related and Obsessive-Compulsive and Related Disorders. 6. Somatic Symptom and Related Disorders and Dissociative Disorders. 7. Mood Disorders and Suicide. 8. Eating and Sleep-Wake Disorders. 9. Physical Disorders and Health Psychology. 10. Sexual Dysfunctions, Paraphilic Disorders, and Gender Dysphoria. 11. Substance-Related, Addictive, and Impulse-Control Disorders. 12. Personality Disorders. 13. Schizophrenia Spectrum and Other Psychotic Disorders. 14. Neurodevelopmental Disorders. 15. Neurocognitive Disorders. 16. Mental Health Services: Legal and Ethical Issues.

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Book SynopsisBarack Rosenshine's Principles of Instruction are widely recognised for their clarity and simplicity and their potential to support teachers seeking to engage with cognitive science and the wider world of education research. In this concise new guide, Rosenshine fan Tom Sherrington amplifies and augments the principles and further demonstrates how they can be put into practice in everyday classrooms.The second half of the book contain Rosenshine's original paper Principles of Instruction, as published in 2010 by the International Academy of Education (IAE) - a paper with a superb worldwide reputation for relating research findings to classroom practice.

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Book SynopsisTom Sherrington and Oliver Caviglioli team up to present 50 essential teaching techniques, each with five clear and concise illustrations and explanations. It forms a truly unique repository of key teaching methods, valuable to any classroom practitioner in any setting.The book covers important practical techniques in behaviour and relationships; curriculum planning; explaining and modelling; questioning and feedback; practice and retrieval; and Mode B teaching. Each technique is simply explained and beautifully illustrated in five short steps, to make sense of complex ideas and support student learning.

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Book SynopsisTable of ContentsAcknowledgments xi The Author xv About Uncommon Schools xvii Preface to the 3.0 Edition: Equity, Justice, and the Science of Learning xix Introduction to the Third Edition: The Art of Teaching and Its Tools xxxv 1 Five Themes: Mental Models and Purposeful Execution 1 Mental Models 3 Principle 1: Understanding Human Cognitive Structure Means Building Long-Term Memory and Managing Working Memory 7 Principle 2: Habits Accelerate Learning 14 Principle 3: What Students Attend to Is What They Will Learn About 19 Principle 4: Motivation Is Social 23 Principle 5: Teaching Well Is Relationship Building 26 2 Lesson Preparation 37 Technique 1: Exemplar Planning 45 Technique 2: Plan for Error 49 Technique 3: Delivery Moves 53 Technique 4: Double Plan 58 Technique 5: Knowledge Organizers 62 3 Check for Understanding 75 Technique 6: Replace Self-Report 76 Technique 7: Retrieval Practice 82 Technique 8: Standardize the Format 87 Technique 9: Active Observation (ActiveObs) 92 Technique 10: Show Me 104 Technique 11: Affirmative Checking 107 Technique 12: Culture of Error 111 Technique 13: Show Call 120 Technique 14: Own and Track 131 4 Academic Ethos 139 Technique 15: No Opt Out 139 Technique 16: Right Is Right 153 Technique 17: Stretch It 161 Technique 18: Format Matters 173 Technique 19: Without Apology 181 5 Lesson Structures 187 Technique 20: Do Now 187 Technique 21: Take the Steps 194 Technique 22: Board = Paper 202 Technique 23: Accountable Independent Reading 205 Technique 24: FASE Reading 209 Technique 25: Circulate 222 Technique 26: Exit Ticket 228 6 Pacing 237 Technique 27: Change the Pace 241 Technique 28: Brighten the Lines 248 Technique 29: All Hands 252 Technique 30: Work the Clock 256 Technique 31: Every Minute Matters 260 7 Building Ratio Through Questioning 265 Technique 32: Phrasing Fundamentals 274 Technique 33: Wait Time 276 Technique 34: Cold Call 282 Technique 35: Call and Response 301 Technique 36: Means of Participation 307 Technique 37: Break It Down 315 8 Building Ratio Through Writing 323 Technique 38: Everybody Writes 324 Technique 39: Silent Solo 327 Technique 40: Front the Writing 334 Technique 41: Art of the Sentence 339 Technique 42: Regular Revision 346 9 Building Ratio Through Discussion 353 Technique 43: Turn and Talk 355 Technique 44: Habits of Discussion 368 Technique 45: Batch Process 374 Technique 46: Disciplined Discussion 378 10 Procedures and Routines 385 Technique 47: Threshold and Strong Start 391 Technique 48: Habits of Attention 397 Technique 49: Engineer Efficiency 406 Technique 50: Routine Building 407 Technique 51: Do It Again 413 11 High Behavioral Expectations 419 Technique 52: What to Do 425 Technique 53: Radar and Be Seen Looking 432 Technique 54: Make Expectations Visible 438 Technique 55: Least Invasive Intervention 439 Technique 56: Firm, Calm Finesse 446 Technique 57: Art of the Consequence 448 Technique 58: Strong Voice 455 12 Building Student Motivation and Trust 475 Technique 59: Positive Framing 477 Technique 60: Precise Praise 485 Technique 61: Warm/Strict 490 Technique 62: Emotional Constancy 495 Technique 63: Joy Factor 497 How to Access the Videos 503 Ready to Learn More? 505 Index 507

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Book SynopsisPathways to Personalization offers an innovative five-step framework to help school leaders and teacher teams design and implement blended and personalized learning initiatives based on local needs and interests. The book draws on principles of improvement science and change management, as well as work in nearly five hundred classrooms, to help educators define their own rationale for personalized learning; it guides them as they establish small pilot initiatives, determine criteria for success, evaluate their efforts, and create a path for replication and scale. Filled with activities and templates for organizing information and student feedback, the book also includes many examples of how district leaders, school principals, and teachers have successfully navigated the change process to create more student-centered classrooms.Shifting a school or district to offer more personalized learning requires a great deal of commitment, passion, and energy, but it also demands a strategic process. Pathways to Personalization meets this need by providing a field-tested road map for educators seeking ways to meet the academic and emotional needs of all students, and to empower them to take charge of their own learning.Table of Contents Table of Contents Preface Introduction 1. The Pathway to Personalization Framework SECTION I. PLAN 2. Building Knowledge 3. Laying the Groundwork 4. Designing Your Plan SECTION II. PILOT 5. Recruiting Pilot Teachers 6. Structuring the Learning Process 7. Evaluating the Pilot SECTION III. REFINE 8. Creating Pathways SECTION IV. GROW 9. Aligning Communication and Strategic Scaling 10. Contemplating the Curriculum Challenge 11. Personalizing Professional Learning SECTION V. NETWORK 12. Accelerating Through Collaboration Epilogue APPENDICES A. Sample Memorandum of Understanding for Design Team Members B. Human Capital Assessment C. Priority Practices Tool D. Sample Memorandum of Understanding for Pilot Teachers E. Priority Practices Tool with Strategies F. Common Blended and Personalized Entry Points Notes Acknowledgments About the Authors Index

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Book SynopsisTable of Contents1. Physical Geography: Physical, Spatial, and Environmental Science. 2. Representations of Earth. 3. Earth-Sun Relationships and Solar Energy. 4. The Atmosphere and Earth's Energy Budget. 5. Atmospheric Pressure, Winds, and Circulation Patterns. 6. Moisture, Condensation, and Precipitation. 7. Air Masses and Weather Systems. 8. Global Climates and Climate Change. 9. Low-Latitude and Arid Climate Regions. 10. Middle-Latitude, Polar, and Highland Climatic Regions. 11. Biogeography. 12. Soils and Soil Development. 13. Earth Materials and Plate Tectonics. 14. Tectonism and Volcanism. 15. Weathering and Mass Wasting. 16. Subsurface Water and Karst. 17. Fluvial Processes and Landforms. 18. Arid Region and Eolian Landforms. 19. Glacial Systems and Landforms. 20. Coastal Processes and Landforms. Appendix A: SI Units and Unit Conversions. Appendix B: Topographic Maps. Appendix C: Understanding and Recognizing Some Common Rocks.

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Book SynopsisLearn about famous landmarks and where they are located around the worldTable of ContentsVocabulary Landmarks on a Map The Statue of Liberty The Great Wall of China The Taj Mahal The Eiffel Tower The Great Sphinx of Giza Summary Social Studies Skill Glossary and Index

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Book SynopsisMath coach, Kassia Omohundro Wedekind and literacy coach, Christy Hermann Thompson, have spent years comparing notes on how to build effective classroom communities across the content areas. How, they wondered, can we lay the groundwork for classroom conversations that are less teacher-directed and more conducive to student-to-student dialogue?Their answers start with Hands-Down Conversations, an innovative discourse structure in which students' ideas and voices take the lead while teachers focus on listening and facilitating. In addition to classrom stories and examples, Christy and Kassia provide 28 micro-lessons designed to help K-5 students develop and excercise their speaking and listening muscles.Inside Hands Down, Speak Out you'll learn how to: Build talk communities that are accessible to everyone, especially those whose voices are often traditionally left out of classroom discourse. Analyze classroom conversations in order to plan next steps for developing the classroom talk community Plan and facilitate three types of conversations across literacy and math Christy and Kassia believe that the development of dialogue skills is worth the investment of time not only becuase it has the power to deepen our understanding of literacy and mathematics, but also to deepen our understanding of ourselves, our communities, and the world. Trade Review“This book challenged me to think about facilitating discussions in a whole new way…So I urge you to gather a few colleagues, read this book together, and waste no time in growing and deepening your practice.”—Elham Kazemi, coauthor of Intentional Talk: How to Structure and Lead Productive Mathematical Discussions and coeditor of Choral Counting & Counting Collections: Transforming the PreK-5 Math Classroom“This work has the potential to transform learning communities and lift all individuals within the community. Today is the perfect day to get started!” —Maria Nichols, author of Comprehension through Conversation and Building Bigger Ideas “[Hands Down, Speak Out] is both a timely book and a timeless book…This is the kind of book that I believe will inform teaching and learning for years to come.”—Vivian Maria Vasquez, author of Negotiating Critical Literacies with Young Children and Getting Beyond “I Like the Book”: Creating Space for Critical Literacy in K-6 ClassroomsTable of ContentsSection I: A Brief Introdduction to Hands-Down Conversations, the Authors, and Coconuts; Chapter 1: Hands-Down Conversations The Why; Chapter 2: Becoming a Hands-Down Teacher; Chapter 3: Facilitating the Hands-Down Conversation; Section II: Orienting Students to Dialogue The Micro-lessons; Chapter 4: Jumping In; Chapter 5: Talking about our Ideas; Chapter 6: Listening and Linking Ideas 6; Chapter 7: Growing Ideas Together; Section III: Exploring the Crossover; Chapter 8: Nurturing Disagreement; 9: Developing Theories Together; Chapter 10: Engaging with the World; Parting Thoughts

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Book SynopsisSchools are filled with great teachers, but is great teaching taking place in every classroom, in every school? Bruce Robertson doesn't believe it is. Why not? This book argues that there are two reasons. Firstly, because there isn't a shared understanding of what makes great teaching. Secondly, because schools haven't developed the strong professional learning culture necessary to drive the development of great teaching in every classroom. Through discussion of key messages from educational research, and drawing on a track record of success, this book explores how these barriers can be addressed, leading to transformations in teaching practice across classrooms and schools.

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Book SynopsisDr. Jeff Zwiers, an educational researcher at Stanford University, has spent the last 15 years analyzing classroom conversations to see how they can be better used and improved in classroom settings. Teachers who have worked with him report significant growth in students’ engagement, content learning, language, creativity, and sense of agency. Zweirs introduced his initial vision for classroom conversations Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understanding. His follow-up book, Next Steps with Academic Conversations: New Ideas for Improving Learning Through Classroom Talk , expands the first book with updated classroom strategies and practices. In this new version, teachers will discover: How to introduce buildable ideas and teach students how to develop and support them Equitable classroom discussions and how diverse backgrounds conversing can benefit social skills and emotional intelligence Highlights of new research-based theories on classroom conversation Ways to develop students' confidence in conversation and how classroom skills can apply to real world interactions This resource is the product of his extensive research, co-teaching, and collaborating with a wide range of educators. It was written for busy teachers who want a practical guide for strengthening the quality and quantity of productive conversations in their lessons.Trade Review“Academic conversations create lifelong learners—learners who believe they have a voice in the conversation of ideas across time. Zwiers’ book provides some new, novel, and effective means to equip teachers with the tools to promote academic conversations in their classrooms.” —MiddlewebTable of ContentsIntroduction; Chapter 1: Academic Conversations; Chapter 2: Building Ideas; Chapter 3: Collaborative Arguments; Chapter 4: Conversations Across Disciplines; Chapter 5: Assessing Conversations; Chapter 6: Cultivating Conversation Mindsets, Cultures, and Supports

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Book SynopsisIn the groundbreaking and best-selling Teaching WalkThrus Volume 1, Tom Sherrington and Oliver Caviglioli produced a brilliantly concise and accessible repository to 50 essential teaching techniques. In this follow-up second volume, Tom and Oliver team up with 10 experienced educators to present 50 brand new WalkThrus, covering all the key areas of teaching: behaviour and relationships; curriculum planning; explaining and modelling; questioning and feedback; practice and retrieval; and Mode B teaching.Alex Quigley, Martin Robinson, Claire Stoneman, Bennie Kara, Zoe Enser, Mark Enser, John Tomsett, Simon Breakspear, Bronwyn Ryie Jones and Oliver Lovell bring a huge wealth of expertise as they help to further expand and elaborate this essential teaching manual.As always, each technique is concisely explained and beautifully illustrated in five short steps, to make sense of complex ideas and support student learning.

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Book SynopsisThis book offers fresh perspectives on the challenges of assessment and feedback in higher education. A must-read for university leaders, academics, and educational developers, it asks âwhat ifâ questions to unlock some of the systemic problems of assessment and feedback. It shifts the debate to focus on studentsâ experience at a programme level, introducing a different way of thinking about assessment and feedback, and advancing the value of theories of alienation and engagement. Based on the âTransforming the Experience of Students through Assessmentâ (TESTA) project, the book discusses a method for understanding the impact of assessment and feedback on student learning. Drawing on evidence from TESTA, it provides practical insights about changing programme assessment patterns to foster student agency and engagement. The book gives impetus to changing the design assessment and feedback, inviting academics, educational leaders, and students into more transparent, open, and shared decision-making about assessment and feedback beyond the module level.This key title is designed to support academics and educational leaders to making sustainable and systemic improvements to the pedagogy of assessment. It expands on good principles, practices, and theories about how students learn from assessment and feedback by paying attention to a programme level perspective of the student experience.Table of ContentsForeword Acknowledgements Part I: TESTA’s research and change process Introduction: Why another book on assessment and feedback? Chapter 1: A research methodology for transforming students’ experience Chapter 2: The TESTA method: tools, techniques, and approaches Part II: Alienation and engagement Chapter 3: Alienation in assessment: Opening Pandora’s box Chapter 4: The wider context of alienation in higher education Part III: Engaging assessment and feedback: From analysis to practice Chapter 5. From alienation to engagement in assessment design Chapter 6. From alienation to engagement: Realising the promise of feedback Chapter 7: From alienation to engagement: Internalising standards Chapter 8: Reflections on TESTA’s educational change process Part IV: The future: New horizons and challenges Epilogue: TESTA in a post-pandemic world Appendix A: TESTA case study: BA (Hons) X: Poppletown University Appendix B: Assessment experience questionnaire (V3.3) Appendix C: Assessment experience questionnaire (V4.0) Appendix D: Assessment experience questionnaire (V5.1) Appendix E: TESTA Focus Group questionsIndex

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Book SynopsisYou can buy in the best behaviour tracking software, introduce 24/7 detentions or scream 'NO EXCUSES' as often as you want - but ultimately the solution lies with the behaviour of the adults. It is the only behaviour over which we have absolute control. Drawing on anecdotal case studies, scripted interventions and approaches which have been tried and tested in a range of contexts, from the most challenging urban comprehensives to the most privileged international schools, behaviour training expert and Pivotal Education director Paul Dix advocates an inclusive approach that is practical, transformative and rippling with respect for staff and learners. An approach in which behavioural expectations and boundaries are exemplified by people, not by a thousand rules that nobody can recall. When the Adults Change, Everything Changes illustrates how, with their traditional sanction- and exclusion-led methods, the 'punishment brigade' are losing the argument. It outlines how each school can build authentic practice on a stable platform, resulting in shifts in daily rules and routines, in how we deal with the angriest learners, in restorative practice and in how we appreciate positive behaviour. Each chapter is themed and concludes with three helpful checklists Testing, Watch out for and Nuggets designed to help you form your own behaviour blueprint. Throughout the book both class teachers and school leaders will find indispensable advice about how to involve all staff in developing a whole school ethos built on kindness, empathy and understanding. Suitable for all head teachers, school leaders, teachers, NQTs and classroom assistants in any phase or context, including SEND and alternative provision settings who are looking to upgrade their own classroom management or school behaviour plan. When the Adults Change Everything Changes was a silver winner 2017 Foreword INDIES Awards in the Education category. Named one of Book Authority's best education reform books of all time. Named one of Book Authority's best education books of all time. Click here to read the review on Humanising Language Teaching. Click here to read the review on Schools Week. Click here to read the review on 'Saved You a Spot' blog.Table of ContentsContents include: 1. Visible Consistency, Visible Kindness 2. The Counter-Intuitive Classroom 3. Deliberate Botheredness 4. Certainty in Adult Behaviour 5. Keystone Classroom Routines 6. Universal Microscripts: Flipping the Script 7. Punishment Addiction, Humiliation Hangover 8. Restore, Redraw, Repair 9. Some Children Follow Rules, Some Follow People 10. Your Behaviour Policy Sucks! 11. The 30 Day Magic

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Book SynopsisWhat should conversations about race look and sound like in the elementary classroom?How do we respond authentically and truthfully to children's questions about the world?And how can we build classroom communities that encourage these meaningful conversations about race?Matthew Kay and Jennifer Orr take on these questions and more in We're Gonna Keep On Talking: How to Lead Meaningful Race Conversations in the Elementary Classroom. A companion work to Kay's Not Light, But Fire, this book focuses on the unique and powerful role discussions about race can play in the elementary classroom.Drawing its title inspiration from the lyrics of the freedom song "Ain't Gonna Let Nobody Turn Me Around," sung by hundreds of children marching against segregation in what came to be known as the Children's Crusade of 1963, We're Gonna Keep On Talking is written for teachers who are willing to match children's courage and brilliance, and who believe that "a foundation in meaningful race discourse will help [children] to seek justice for themselves and their neighbors, to be kinder, [and] more thoughtful."Writing with the humility and honest storytelling of two career classroom teachers, Matthew Kay and Jennifer Orr share: Strategies for building safe and supportive classroom and school spaces for productive discourse Dozens of practical teacher moves for facilitating race conversations Classroom stories that allow readers to envision ways into the work through picture books, art, graphs, historical photographs, and current events Tips for aligning the work of race conversations to your grade-level standards Whether you are unsure of where to begin or looking to deepen your practice, We're Gonna Keep On Talking will be your guide to the important work of race conversations in the elementary classroom.Trade Review"More than ever, we need educators brave enough to engage students in conversations that will help them expand their perspectives and worldviews. Kay and Orr are those educators, and with this book, they have gifted the field with their insights and knowledge." —Dr. Val Brown, educator and founder of #ClearTheAir“Couldn't put it down! Nineteen years as an elementary educator and there hasn't been a year where inquiries around race did not arise. This book is a guide to support how we prepare our students at the youngest ages to lovingly negotiate race in the classroom.” —Lynsey Burkins, elementary educator“With We're Gonna Keep on Talking, Matthew Kay and Jennifer Orr equip elementary teachers with something we've been in search of for a long time: the tools and know-how to engage our young students in meaningful conversations about race in our classrooms. This is a book I will turn to again and again to inform my practice. More importantly, it will give all of us the opportunity to grapple with the type of thinking and discussions that will ultimately lead us all, students and teachers alike, to co-create a more just world. Thank you, Matt and Jennifer!” —Christina Nosek, co-author of To Know and Nurture a Reader “Jennifer and Matthew show us what is possible when educators listen to children, are brave, and actively engage in the difficult conversations that our youngest children are already having about race, identity and social issues. It is our responsibility as educators to have meaningful race conversations with our youngest learners and guide them into these difficult conversations, not as isolated lessons, but as a way of being and living in our classroom communities. We're Gonna Keep on Talking shows us how we can trust the children and ourselves to have race conversations, why they are so critical, and is full of honest and relatable stories about having these conversations in our classrooms. This book has a sense of urgency running through it and will support you as you go into your classroom and "keep on talking" with your children. We cannot step back from these conversations as there is not a minute to waste. Our children, our communities and our world deserve spaces where meaningful race conversations are encouraged, supported and celebrated. This book will be the one you carry with you in your school bag, refer to often and take Matt and Jen with you into your classroom as you have these courageous and essential conversations with learners from Pre–K to upper elementary.” —Katie Keier, PreK teacher and co-author of Catching Readers Before They Fall: Supporting Readers Who Struggle, K-4Table of ContentsIntroduction We're Gonna Keep on Talking; Part 1: The Ecosystem; Chapter 1: Building Community Together; Chapter 2: Developing Our “Talking Game”; Chapter 3: Improving Our Dialogic Pedagogy; Part 2: A Study of Conversations; Chapter 4: Names and Identities in Preschool and Early Elementary; Chapter 5: How the Past Impacts the Present in Middle Elementary; Chapter 6: Voting Rights in Upper Elementary; Epilogue Giants

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Book SynopsisA thinking student is an engaged student Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling "non-thinking" student behavior. Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K–12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guide Provides the what, why, and how of each practice and answers teachers’ most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before.Trade Review"Building Thinking Classrooms in Mathematics exudes enthusiasm for students, how they think, and how those thoughts coalesce into powerful thinking classrooms. It′s also deeply practical, describing how everything from the teacher′s questions to the arrangement of the furniture can add to your students′ learning." -- Dan Meyer"If your students are not the ones doing the thinking in your classroom, then this book is for you! Peter Liljedahl provides concrete advice on each of 14 research-based practices, along with answers to frequently asked questions and suggestions for getting started, which will help you build a classroom where student thinking is the norm." -- Peg Smith"Peter Liljedahl’s Thinking Classroom framework transformed my mathematics classroom overnight. I was frustrated that despite my best teaching efforts, some of my students still couldn’t solve simple problems by their final exam. This framework gave me a starting point that I started implementing the very next day and next steps to continue incorporating as my practice evolved. Students began to talk to each other, think through complex problems, rely less on me and more on each other and best of all had better success in the courses I taught. The Thinking Classroom framework was exactly what my students and I needed!" -- Laura Wheeler"Peter refers to his research as ′mucking about,′ and that is the key thing for me, that he goes into actual classrooms, and does math with students. We learn the most from being in actual classrooms, talking to students, and figuring out how they think about mathematics tasks. We need our students to be better thinkers, and to see mathematics for what it is: a beautiful way of thinking. We need them to see that they, too, can have powerful insights into interesting mathematics problems." -- Matthew Oldridge"An in-depth action plan backed with significant research and data, Liljedahl’s plan is one that can improve every classroom for the better, and he foresees and addresses any questions or concerns you may have regarding implementation. It is clear Liljedahl understands the students I teach in his list of student behaviors and this book outlines methods to increase the thinking and engagement of all my students. I was able to implement many of the methods the very next day." -- Leslie Mohlman"Peter Liljedahl’s work is accessible, inspired by research, and embedded in classroom practice. He digs deeply and concisely into what it means to teach, learn, and assess in a thinking mathematics classroom. Elementary teachers, especially, will recognize themselves in this resource. Peter makes visible the often intuitive moves of elementary classroom teachers, describing what it is we are doing when it all just works, and how to meaningfully shift our practice when it doesn’t. From the way the furniture is arranged to how mathematical questions are posed, from who holds the pen to how to foster productive struggle and resilience, Peter sets the stage for genuine mathematical engagement in learners of all ages." -- Carole Fullerton"Research in education that turns right around and informs our practice is invaluable in today’s schools and classrooms. Peter uses evidence gathered in mathematics classrooms to directly inform how we make changes to our teaching and learning that enhances learning. This is the essence of evidence-based practice, practice based on evidence from the very classrooms we seek to influence." -- John Almarode"After years of leading lessons in an ‘I do, we do, you do’ format, I found that my students lacked a productive disposition towards mathematics and would give up on problems easily. I knew something had to change, but what was I going to change in my teaching practice and how was I going to get there? After 10 years of experimenting with different pedagogical approaches, classroom environment setups, and developing my own content knowledge, I realize that this book is the resource that could have helped me expedite the transformation I was after - moving from a classroom of "mimickers" to building a classroom of "thinkers". Save yourself years of experimentation by investing a few hours reading this excellent book. Your students will thank you." -- Kyle Pearce"Building Thinking Classrooms is an instructional tour de force for any math teacher. From his extensive research, Peter offers remarkably actionable classroom structures and teacher facilitation moves that get students to think and move forward in their thinking. I′m thrilled it′s finally here!" -- Fawn Nguyen"For years I have heard about Thinking Classrooms in workshops, articles, and online. This engaging book has taken all the pieces that I have heard and seen and presents them in an easy to read, and more importantly, actionable package. Things that seemed a little too "I could never do that" for me now seem doable and I am inspired to begin to make changes. I am left with plenty to reflect upon in my current practice even as I begin to think about moving to a Thinking Classroom." -- Casey McCormick"Building Thinking Classrooms prompts us to reflect on the potential of mathematics classrooms, teachers, and learners. Supported by numerous stories from classrooms, Peter methodically exposes the familiar structures of school mathematics that suppress the potential of learners, then carefully outlines a set of opportunities around which teachers of mathematics can organize a dynamic and responsive classroom." -- Nat Banting"Though there are many innovations in the area of teaching mathematics, few speak with a particular lens in terms of setting up an environment where thinking is made visible and public, where positive interdependence is connected to individual and group accountability, and where students rely on their own agency as well as the wisdom of their peers. One where the teacher is freed up to have eyes on all student work, and watch the thinking process in action. In other words, thinking becomes a clearly visible driver in this environment. All of this supports the release of responsibility to the students. It honors their voices, allows for the bumps in learning, and makes the thinking more public, thus supporting and encouraging risk-taking in a safe and supportive environment." -- Yana Ioffe"This book is timely and provides an accurate portrayal of what is occurring in mathematics classroom across the country. The book is a valuable reflexive tool that teachers can use as they analyze their own teaching practices." -- Kenneth Davis"Peter’s work in Building Thinking Classrooms has been the single most impactful (driver for) change in secondary mathematics education that I have witnessed. I have never seen another idea/approach/model capture so many teachers immediately, and make it past the point from learning to actual implementation in almost every classroom or instance that I have witnessed." -- Mishaal Surti"For teachers hoping to transform their teaching practice, Peter has written a definitive source. Peter’s conversational style makes this work both interesting to read and easy to follow. He describes a rich set of practices that will help mathematics teachers transform, in a positive way, everything about their classroom. Peter turns the daunting challenge into something manageable with advice that is both believable and practical." -- David WeesTable of ContentsForeword by Tracy Johnston Zager Introduction Chapter 1: What Are the Types of Tasks We Use in a Thinking Classroom? Chapter 2: How We Form Collaborative Groups in a Thinking Classroom Chapter 3: Where Students Work in a Thinking Classroom Chapter 4: How We Arrange the Furniture in a Thinking Classroom Chapter 5: How We Answer Questions in a Thinking Classroom Chapter 6: When, Where, and How Tasks are Given in a Thinking Classroom Chapter 7: What Homework Looks Like in a Thinking Classroom Chapter 8: How We Foster Student Autonomy in a Thinking Classroom Chapter 9: How We Use Hints and Extensions in a Thinking Classroom Chapter 10: How we Consolidate a Lesson in a Thinking Classroom Chapter 11: How Students Take Notes in a Thinking Classroom Chapter 12: What We Choose to Evaluate in a Thinking Classroom Chapter 13: How We Use Formative Assessment in a Thinking Classroom Chapter 14: How We Grade in a Thinking Classroom Chapter 15: Pulling the 14 Practices Together to Build a Thinking Classroom References

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Book SynopsisProficiency-Based Instruction: Input & Interaction in World Language Education will equip teachers of any language and of any level with specific, practical, and straightforward tools to bring input and interaction to life in the classroom. Teaching for proficiency is fun and engaging for both students and their teachers, and the practices that are found in proficiency-based classrooms are easily implemented with the right guidance.Proficiency-Based Instruction: Input & Interaction in World Language Education will give experienced teachers as well as those who are just beginning their career numerous resources to support your teaching. The book couples these resources with sample lessons from real teachers' classrooms to make proficiency-based teaching a reality for you and your students!

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Book SynopsisThe practical guide to building an engaging, evidence-led geography curriculum through the power of enquiry.The Power of Geographical Enquiry is an accessible guide to transforming your geography curriculum through the enquiry approach, using investigation to engage students and bring geography to life from Year 7 to A Level. In addition to being a key skill of the discipline, the enquiry approach is aligned with scientific research on how we learn, equipping you to create the most effective lessons and boost learning outcomes. In this accessible guide, geography expert David Rogers breaks down exactly how to harness the power of enquiry in your classroom, including:- tried-and-tested strategies and guidance for building an engaging, evidence-led geography curriculum throughout the secondary years- the science of how we learn and how this links to the enquiry approach- sequences of lessons and tools that can be embedded across the curriculum, along with real-life examples, practical strategies and top tips- guidance on planning entire units of work, including the compulsory elements at GCSE and A Level, and for progression between levels. This book empowers teachers to use the enquiry approach for any topic or theme in geography. Inspire your students to plan investigations, problem-solve and tackle real-world issues through the enquiry approach, providing rich learning experiences while maintaining the awe and wonder that makes the subject so enjoyable. In addition, the book illustrates how the enquiry approach can help schools decolonise the curriculum and ensure that a diverse range of peoples, places and perspectives are covered.

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Book SynopsisIn education, resources and time are scarce, yet the demand for performance is sky high. School leaders invest money and labour into improving their schools, navigating trade offs along the way. But what if one of the biggest improvements we could make to our schools was something we already do? What if enhancing teamwork so that school teams thrive, was actually the secret ingredient to success?The Power of Teams explores evidence from across sectors, including education, to find out what high-performing teams share, and how we can adapt the most effective teamwork strategies to the unique environment of a school. The book outlines a model of teamwork factors that contribute to truly thriving teams, with theory, research, tangible actions for school teams, and a range of expert voices who contribute their experience in case studies.Effective teamwork leads to purpose, belonging, trust, learning, and, ultimately, high performance. When we better understand the nuances of how teams can thrive, we discover the real Power of Teams.

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Book SynopsisThe mark of a great coach is a constant desire to learn and grow. A hunger to use whatever can make them better. The best-selling author of Teach Like a Champion and Reading Reconsidered brings his considerable knowledge about the science of classroom teaching to the sports coaching world to create championship caliber coaches on the court and field. What great classroom teachers do is relevant to coaches in profound ways. After all, coaches are at their core teachers. Lemov knows that coaches face many of the same challenges found in the classroom, so the science of learning applies equally to them. Unfortunately, coaches and organizations have a mixed level of understanding of the research and study of the science of learning. Sometimes coaches and organizations build their teaching on myths and platitudes more than science. Sometime there isn’t any science applied at all. While there are thousands of books and websites a coach can consult to better understand technical and tactical aspects of the game, there is nothing for a coach to consult that explicitly examines the teaching problems on the field, the court, the rink, and the diamond. Until now. Intended to offer lessons and guidance that are applicable to coaches of any sporting endeavor including everyone from parent volunteers to professional coaches and private trainers, Lemov brings the powerful science of learning to the arena of sports coaching to create the next generation of championship caliber coaches.

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Book SynopsisTalkabout for Teenagers is a bestselling professional workbook supporting educators and therapists who deliver social and relationship skills groups for older children and young adults with social, emotional or behavioural difficulties.It is a complete group work resource that offers a hierarchical approach, with ready-made material to assist teaching social and relationship skills specifically to older children and young adults.Resources include: an assessment framework planning and evaluation forms 37 structured session guides focussing on self-awareness and self-esteem, body language, conversational skills, friendship skills and assertiveness all the supplementary handouts and images needed to deliver the sessions. This second edition is presented with full-colour illustrations and handouts, and includes a new introduction by Alex Kelly reflecting on her own experiences of using the resources since they were first developed.Table of ContentsPrefaceIntroductionInitial AssessmentLevel 1: Talkabout MeLevel 2: Talkabout Body LanguageLevel 3: Talkabout TalkingLevel 4: Talkabout FriendsLevel 5: Talkabout AssertivenessGroup Cohesion ActivitiesFormsIndex

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Book SynopsisIn Making Every Primary Lesson Count: Six Principles to Support Great Teaching and Learning, full-time primary teachers Jo Payne and Mel Scott share evidence-informed practice and gimmick-free advice for ensuring that every lesson makes a difference for young learners. Writing in the engaging style of Shaun Allison and Andy Tharby's award-winning Making Every Lesson Count, the book is underpinned by six pedagogical principles - challenge, explanation, modelling, practice, feedback and questioning - and provides simple, realistic strategies to develop a culture of growth and excellence with pupils. Jo and Mel advocate an approach designed to cultivate a growth mindset in the classroom and guide children towards independence: motivating both teachers and pupils to aim high and put in the effort required to be successful in all subject areas. The authors also offer tips from across the Early Years and Key Stages 1-2 phases on how to implement effective routines and procedures so that pupils are clear about what is expected from them in the classroom. Making Every Primary Lesson Count is for new and experienced teachers alike. It does not pretend to be a magic bullet. It does not claim to have all the answers. Rather the aim of the book is to provide effective strategies to bring the six principles to life, with each chapter introduced by two fictional scenarios rooted in situations primary teachers typically encounter and concluding in a series of questions to inspire reflective thought and help you relate the content to your own practice. In an age of educational quick fixes and ever-moving goalposts, this precise and insightful addition to the Making Every Lesson Count series will have a high impact on learning in the classroom: enabling pupils to leave primary school as confident, successful learners equipped with the skills and knowledge required of them. Suitable for all Early Years and primary teachers.

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Book SynopsisThis collection of simple to use, fun, multi-sensory games and creative lesson starters will jumpstart pupils enthusiasm for literacy learning. The `jumpstarts' cover: Warming up the word - spelling and word games Syntactic gymnastics - creating sentences and written style Games to stimulate - talk, drama and writing Quickfire whiteboard starters - to stimulate the imagination. For use at Key Stages 2 & 3 (ages 7-14). Trade Review"Each activity has a symbol indicating which learning styles it suits. This is very useful if you are working with a small group that you know well and need an extra activity in a hurry, or if you get called upon to cover for someone and all their planning is at home. Although the activities are aimed at 7-14 year olds, they could be adapted for gifted and talented pupils in Key Stage 1" Learning Support, February March 2006 IssueTable of ContentsAcknowledgments; Introduction; Jumpstart spelling, Jumpstart words; Jumpstart sentences; Jumpstart writing; Jumpstart speaking, listening and drama; Jumpstart learning

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Book SynopsisFormative practices can motivate students, enhance their self-regulation, and help find a better balance between education and assessment. However, the successful implementation of formative practices and feedback in lessons begins with a well thought out educational design. In this book, the authors outline the implementation principles to which formative action must adhere to be of practical and substantive significance. They also explain how educators can use feedback more effectively and efficiently, and the essential role of instilling a shared sense of quality. This book is for teachers, educators, leaders, and curriculum developers from primary to higher education who want to successfully integrate formative practices into their daily teaching methods.

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Book SynopsisHundreds of thousands of teachers have used this highly practical guide to help K-12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words.Trade ReviewBringing Words to Life is, without doubt, one of the best and most influential books ever published on the topic of teaching and developing vocabulary. The second edition is even better than the first--it addresses recent issues such as the Common Core and RTI; provides a greater number of helpful, practical examples; addresses vocabulary and writing; takes on the challenge of providing effective vocabulary instruction for struggling readers and English learners; and offers guidance for teaching math, science, and social studies vocabulary in the intermediate grades. This book should be required reading for anyone seeking teacher or reading specialist certification.--John Pikulski, PhD, Department of Educational Development (Emeritus), University of DelawareThis is a book teachers will read, reread, and refer to many times to nurture a love of language through joyful, robust vocabulary instruction. The authors' research-based insights and advice about selecting words and systematically presenting them to learners from all backgrounds are both practical and manageable. Teachers will delight in nurturing a language-rich classroom where students revel in language, read better and deeper, speak effectively, and write with purpose and clarity.--Mary Anne Rossbach, MEd, sixth-grade teacher, Fairfax County (Virginia) Public SchoolsIt's hard to believe, but the second edition of Bringing Words to Life is even more comprehensive than the first. Beck, McKeown, and Kucan have outdone themselves. Containing real-life examples and easy-to-implement strategies, this book is a 'must have' for vocabulary instruction. It will help teachers greatly as they work to meet the Common Core Standards.--Nancy Betler, EdD, Talent Development Facilitator, Charlotte-Mecklenburg Schools, North Carolina; Adjunct Professor, School of Graduate and Continuing Education, Wingate UniversityPerhaps the most distinctive feature of this book is its personal touch--reading it is like having a conversation with the authors about robust vocabulary instruction. The authors share their decision making, offer warnings about potential challenges, encourage thoughtful planning, and insist on follow-through. Teachers are amply supported in their learning by the 'Your Turn' and 'You Try It' features, whether working on their own or in a course on literacy instruction. This is a book designed by teachers for teachers.--Joanne F. Carlisle, PhD, School of Education, University of MichiganThe book offers elementary, middle, and high school teachers concrete suggestions for choosing words and teaching them to students. New chapters in the second edition provide important updates for teachers who are data driven, who have students of varying ability levels and language backgrounds, and who focus on the reading-writing connection. Like the first edition, this book will make a significant contribution to teacher preparation and professional development. Specific recommendations for practice are illustrated with detailed examples of teachers implementing robust vocabulary instruction in their classrooms.--Rebecca Silverman, EdD, College of Education, University of Maryland, College Park -One of the 10 Books Every Teacher Should Read--The Guardian, 08/15/2017Table of Contents1. Rationale for Robust Vocabulary Instruction 2. Choosing Words to Teach 3. Introducing Word Meanings 4. Bringing Vocabulary into the Earliest Grades 5. Instructional Sequences for Later Grades 6. Assessing and Maintaining New Vocabulary 7. Working with Instructional and Natural Contexts 8. Vocabulary and Writing 9. Differentiating Vocabulary Instruction 10. Energizing the Verbal Environment Appendix. Menu of Instructional Activities Study Guide

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Book SynopsisIn Running the Room: The Teacher's Guide to Behaviour, Tom Bennett rewrote the book on behaviour management, and outlined the psychology and dynamics underpinning student habits. In this companion, he goes into more detail about how to apply those principles to the classroom. Addressing a wide range of circumstances, he explores popular teacher dilemmas such as:How to deal with students who are late?What are the best ways to work with parents?Managing cover lessons successfullyHow to tame smartphonesThe best way to design a seating planHow to start the lesson for the first timeDealing with low-level disruptionGetting the class quiet when you – and they – need it the mostAnd many more. Using practical examples and evidence-informed techniques, Tom demystifies the puzzles that complex behaviour often presents, and guides teachers new and old carefully to a better understanding of how to run the room they way everyone deserves.

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Book SynopsisDevelop your students theoretical and practical marine science skills for first examination in 2022. Following extensive classroom research, this Coursebook has been revised to help students explore the wonders of the underwater world. Written in accessible language for the international learner this book helps students develop essential skills. Extended international case studies take you to the heart of marine ecosystems, with discussion questions that help students apply their knowledge and dive deeper into real-world contexts. Projects give students the opportunity to work collaboratively to explore and present topics. Exam-style questions encourage students to track their understanding with dedicated support for exam command terms.

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Book SynopsisFollowing the resounding success of Tom Sherrington's Rosenshine's Principles in Action, the seminal principles have swiftly become a practical support for teachers looking to develop their classroom practice. The Workbook seeks to further this engagement by providing a thought-provoking and reflective guide designed to encourage teachers in all settings to become self-aware practitioners. Completed alongside a series of video masterclasses delivered by Sherrington, teachers will be led through a range of questions and activities devised to secure pedagogical understanding and ensure teachers are left with clear actions to support pupil progress. The five-session structure of the workbook explores the fundamentals of classroom practice, finishing with a guided reflection on Rosenshine's Principles in Action, thus providing the reader with a stimulating companion to Sherrington's excellent work.

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Book SynopsisEarly language deficits affect too many pupils on entry to nursery, reception and school settings, negatively impacting not only children''s engagement with curriculum content, but also their self-regulation and mental health. Drawing on Joan Tough''s research and inspiration, Alex Bedford has reignited and reimagined her systematic language development framework, so that every child in an early years setting has the opportunity to build a love of language that radiates understanding, excellence, ambition and clarity.Co-authored by Julie Sherrington, EYFS: Language of Learning explains the vital influence that physical development has on vocabulary development. The book offers practical guidance on what language development is, what to look for and how to provide support. Important cognitive and neuroscience research is clearly explained to help school settings embed the best of what we know about how children learn.EYFS: Language of Learning gives teacTrade ReviewThis book will be the go-to resource for practitioners who want a clear, user-friendly way to develop children's language in the EYFS setting. Inspired by Joan Tough's language development framework, it offers educators a way to understand, plan and sequence high-quality conversations to help develop shared thinking, communication and language. We love the clarity of the writing and the illustrations, and the worked examples bring the approach to life. We can't wait to go into schools that use this approach and see the children thrive! * John Walker and Tita Beaven, Sounds-Write *This is so helpful for colleagues. It provides an elegant structure on which to base our judgements about how well our pupils are getting on in the EYFS. And, just as importantly, it provides prompts to elevate and deepen our practice. A really smart resource - great work! * Mary Myatt, education adviser, writer and speaker *What does it actually mean for an early years setting to be language-rich? What does it really mean to make the kind of progress in spoken communication that lays firm foundations for later learning? The fascinating response to these questions in this book describes progress in terms of language functions - it's not just about developing syntax and broadening vocabulary, but doing so in order to communicate across different language functions. Some kinds of talk enable children to describe and elaborate, others to reason logically and yet others to empathise or imagine. The lucky practitioners who get their hands on a copy of this book will find themselves guided through a hugely useful and very practical tool for planning language-rich experiences. * Clare Sealy, head of education improvement, Guernsey *

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Book SynopsisDr Lucy Bailey presents a concise and coherent guide for those who are interested in pursuing a teaching career internationally. This book covers all the things you should consider as well as the advantages and disadvantages of living and working in an entirely new culture and country that you might face.If you've ever considered taking the big leap, looking for a new adventure, and relocating to a completely different country, continent or time zone, then this book will guide you through the steps and help you answer all the big questions to figure out if it's really for you. This is a book that is applicable both for those who are looking to take the journey on their own or with their immediate family.Written by someone who has made the move herself and lived in over four different countries with her husband - who is an international school headteacher - and their four daughters, Dr Lucy Bailey provides essential, key information and more than useful advice.

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Book SynopsisWhat is it that enables students to learn from some classroom activities, yet leaves them totally confused by others? Although we can’t see directly into students’ minds, we do have Cognitive Load Theory, and this is the next best thing. Built on the foundation of all learning, the human memory system, Cognitive Load Theory details the exact actions that teachers can take to maximise student outcomes.Written under the guidance, and thoroughly reviewed by the originator of CLT, John Sweller, this practical guide summarises over 30 years of research in this field into clear and easily understandable terms. This book features both a thorough discussion of the core principles of CLT and a wide array of classroom-ready strategies to apply it to art, music, history, chemistry, PE, mathematics, computer science, economics, biology, and more.Trade Review‘I would like to recommend this book in the highest possible terms to all educators who wish to familiarise themselves with cognitive load theory’ -- Emeritus Professor John Sweller

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Book SynopsisTeach to the Top is a research-informed guide to aspirational teaching, focusing on how embedding higher-level knowledge in the classroom empowers students to succeed and to enjoy learning. Questioning existing orthodoxies around ability, Teach to the Top sets out a vision for an education system in which pupils of all attainment levels are enabled to make fantastic progress by being exposed to sophisticated concepts, and afforded opportunities to think deeply and grapple with stimulating ideas. Making a convincing case for the centrality of subject knowledge, the book also shows how affording teachers the professional autonomy to participate in continual development of their own knowledge benefits both teachers and students. As well as engaging critically with a wealth of educational research, Teach to the Top outlines a plethora of research-informed strategies for teaching to the top. Topics include embedding advanced knowledge in curriculum planning, approaches to challenging classroom talk, the fundamental importance of increasing learners’ confidence, the dangers of differentiation and grade-focused feedback, and the value of an adaptable approach to planning. Both thoughtful and practical, Teach to the Top develops a persuasive justification for the entitlement of every child to higher-level knowledge, alongside providing teachers with a range of practical suggestions and questions for reflection to enable the application of this philosophy to their own classrooms.

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Book SynopsisFrom bestselling author Alistair Bryce-Clegg comes a book based on a fundamental truth: you can have the best teaching resources in the world at your disposal, but if you lack the engagement of the children you are working with, the potential for high level learning is minimal.For children to make progress in all aspects of their learning, the practitioners who work with them must have a good understanding of what the child already knows and can do (assessment). They should be able to create activities that will take the children forward to the next step in their learning (planning). Finally, they should measure the impact of those activities on the children''s attainment (evaluation) and then the process can start again. The one crucial element that this model lacks, however, is engagement. This book will show through practical examples how early years practitioners can move away from the more traditional model of teaching to one that maintains all ofTrade ReviewA great resource -- SILVER AWARD * Practical Pre-School Awards *

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Book Synopsis''Comprehensive and groundbreaking.'' Dylan WiliamEquity in Education sets out a new equity-based approach in education to help teachers improve the prospects of under-resourced and working-class pupils.The equity approach recognises that we must address our own cultural biases and barriers within the classroom, while helping to remove extra barriers to learning experienced by children outside schools. Based on thousands of research studies and years of working with expert teachers, the book sets out the principles and practical strategies for trainee teachers, teachers and teacher leaders.Adopting an equity mindset involves four key principles: equity not equality - doing more to overcome the extra barriers some learners experience capacity not deficit thinking - recognising the talents in all pupils deep not shallow relationships - developing authentic individual relationships with pupils multiple not singular taleTrade ReviewIn the post-pandemic world, much has been written about the widening of the educational attainment gap. But nothing describes the current state of affairs quite as powerfully as this book.In shining a light on persistent education inequalities, Lee Elliot Major and Emily Briant not only draw our attention to these stark divides, but crucially, they also show us a way forward. They present practical steps that teachers can take to make their own classrooms more equitable. And they offer school leaders a lens through which to make strategic decisions that could alter the life chances of children in their schools.But they don't stop there. They also recognise that there is only so much any one teacher, or any one school, can do, because some barriers to learning require system-level change. For this, they present us with insights from around the world, and suggest policies we could adopt to make our education system more equitable. * Heather Parker, curriculum design manager, Teach First *I thoroughly enjoyed this read and found it truly inspiring. It is a wide-ranging and thought-provoking overview that examines disadvantage from multiple perspectives and gives practical advice and ideas to politicians, teachers and school leaders. It gave me real hope at the start of a new academic year that as a leader of a trust, we can find a way to make our education system more equitable and to transform life chances for all pupils. * Moira Marder, CEO of the Ted Wragg Trust *A highly informative call for change right across the system - this book is a must read for those in education who seek to make a difference. The link between home and school, community and society, is one that is essential for us to understand if we are to make the changes we seek and secure a more equitable route through learning for all children. Equity in Education leaves us with a clarion call for action. * Susie Weaver, education director and an executive principal at the Cabot Learning Federation *This book has something for everyone, whether you are a teacher, school leader or policymaker. Equity in Education makes a powerful case for the impact that teachers can have with the right mindset.Section 2 gives practical advice about how we can improve equity in the classroom, while section 3 has plenty of food for thought for busy school leaders to take on board and discuss, both within their schools and with other school leaders.The key message is that as teachers we can all get better, however experienced we are. * Richard Driscoll, academic deputy principal and teacher of sociology at Shenzhen College of International Education *A stimulating and practical read, Equity in Education goes beyond the narrow focus on metacognition, pedagogy and curriculum to explore other things that also matter - culture, relationships and an asset-based approach to supporting every child. * Ed Vainker, CEO, Reach Foundation *

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Book SynopsisWe have a serious problem with the image of teaching in this country. In the eyes of many, teaching is not truly a profession akin to other professions. In the popular imagination, it is not on a par with medicine, law or accountancy, engineering, architecture or business. It is not held in the same esteem as careers which are of equivalent importance to society. Must do better challenges this damaging and pernicious status quo. It examines the origins of our problem with teaching, it shines a light on the exciting reality of teaching in the 21st century, and it charts a new course for the image of the modern teaching profession. The book is written to be easily read by the general reader, because ultimately it is with the general reader – the parent, the employer, the politician – that lies the power to effect the change that society needs. We can and we must change the image of teaching for the better.Trade ReviewAs the authors of this uplifting book say: “Let the fightback begin”. For too many years, it’s been a tiresome cliché to say that the teaching profession needs higher status. Now here’s a call-to-arms explaining why it matters so much – and, most importantly, how to achieve it. Stand by for practical, achievable inspiration. -- Geoff Barton * General Secretary, Association of School & College Leaders *

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Book SynopsisGood behaviour is the beginning of great learning. All children deserve classrooms that are calm, safe spaces where everyone is treated with dignity. Creating that space is one of the most important things a teacher needs to be able to do. But all too often teachers begin their careers with the bare minimum of training – or worse, none. How students behave, socially and academically, dictates whether or not they will succeed or struggle in school. Every child comes to the classroom with different skills, habits, values and expectations of what to do. There’s no point just telling a child to behave; behaviour must be taught. Behaviour is a curriculum. This simple truth is the beginning of creating a classroom culture where everyone flourishes, pupils and staff.Running the Room is the teacher’s guide to behaviour. Practical, evidence informed, and based on the expertise of great teachers from around the world, it addresses the things teachers really need to know to build the classrooms children need. Bursting with strategies, tips and solid advice, it brings together the best of what we know and saves teachers, new or old, from reinventing the wheels of the classroom. It’s the book teachers have been waiting for.

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Book SynopsisThey distil teaching and learning down into six core principles challenge, explanation, modelling, practice, feedback and questioning and show how these can inspire an ethos of excellence and growth, not only in individual classrooms but across a whole school too. Combining robust evidence from a range of fields with the practical wisdom of experienced, effective classroom teachers, the book is a complete toolkit of strategies that teachers can use every lesson to make that lesson count. There are no gimmicky ideas here just high impact, focused teaching that results in great learning, every lesson, every day. To demonstrate how attainable this is, the book contains a number of case studies from a number of professionals who are successfully embedding a culture of excellence and growth in their schools. Making Every Lesson Count offers an evidence-informed alternative to restrictive Ofsted-driven definitions of great teaching, empowering teachers to deliver great lessons and celebrate high-quality practice. Suitable for all teachers including trainee teachers, NQTs, and experienced teachers who want quick and easy ways to enhance their practice and make every lesson count. Educational Book Award winner 2016 Judges' comments: "A highly practical and interesting resource with loads of information and uses to support and inspire teachers of all levels of experience. An essential staffroom book."

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Book SynopsisTeacher quality is widely reputed to be the key determinant of educational success for students. Teachers at the beginning of their career need support and guidance in providing a sustained, high quality experience for their learners. The role of continuing professional development (CPD) is crucial in honing and refining the knowledge, understanding and skills of teachers. Effective CPD can also provide teachers with the self-efficacy needed, particularly when they start teaching, to stay in the profession. With teacher shortages reported across the globe, and up to one third of teachers in England leaving the profession by their fifth year in teaching, CPD is an attractive solution to retain teachers.The Department for Education have established a mandatory CPD framework for all early career teachers (ECTs) teaching in schools in England – The Early Career Framework (ECF). Tanya Ovenden-Hope (Editor) brings together insights from those most closely connected to the ECF; the training providers, school leaders and academics involved in understanding the efficacy of professional development and learning in schools. Ovenden-Hope offers an historical record of the ECF, showing where it came from, what it offers now for schools and early career teachers (ECTs) and the challenges and opportunities for development in the future.

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Book SynopsisEffective inclusion in the classroom shouldn't be a burden; it should be the most rewarding aspect of a teacher's role.''An excellent guide to changing approaches to inclusion and creating a culture where all children can flourish.'' SEN MagazineIn this innovative guide to supporting the most vulnerable students, experts Daniel Sobel and Sara Alston help primary and secondary teachers understand the barriers to children's learning. Emphasising the importance of meeting needs rather than focusing on diagnosis, they provide proven differentiation methods that maximise learning for the whole class, while reducing stress and saving time for the teacher. Guiding teachers through all the different phases of a single lesson, from starters to plenaries, the unique format of The Inclusive Classroom will help bring inclusion to the forefront of any lesson plan. Each chapter contains simple, effective actions to differentiate and improve learning outcomesTrade ReviewThe Inclusive Classroom is essential reading for new and experienced teachers. It is insightful, accessible and packed with practical ideas. This will prove to be a great resource supporting the inclusion of all children. -- Dr Helen Curran * Senior Lecturer in SEN at Bath Spa University, @drhelcurran *The Inclusive Classroom provides the perfect blend of tried and tested pedagogy with a fantastic and easily accessible way to advise all educators on how to be more inclusive. I thoroughly enjoyed the pearls of wisdom shared by two passionate educators who are refreshingly open and honest about the challenges they face with their own learning difficulties. -- Baasit Siddiqui * Director of Siddiqui Education, @SiddiquiEdu *An honest, genuine and authentic read by two authors with personal, first-hand experience of SEN. The book is peppered with tangible ways to look to the needs of all children as individuals. The “Try this… Instead of this” sections are particularly useful for practitioners. I highly recommend it. -- Helen Frostick * Former headteacher and educational consultant *This book is a comprehensive, step-by-step guide for professionals on how to best create a well-balanced and supportive classroom. It's a must-read to improve your planning and delivery of lessons and take a holistic approach to SEN. -- Alice Green * Primary school teacher, @mrsalicegreen *Practical, concrete advice peppered with brilliant anecdotes. This utterly readable book is not just for teachers of children with SEND; it has the power to absolutely change the way every teacher approaches every child. -- Charlie Allison * SEND Lead at the Xavier Catholic Education Trust, consultant and lecturer *The Inclusive Classroom urges us to really know what makes each young person in our care tick in order to support their learning. This is a must-have for everyone who works in schools. -- Jez Piper * CEO of Diocese of Bristol Academies Trust, @DBAT_UK *Each and every pupil is both unique and special. An additional learning need is not necessarily a difficulty. This book provides a timely, personal and welcome reminder of the importance of individual pupils’ needs, instead of an obsession with a diagnosis. -- Allison Yarrow * Deputy Headteacher and Wellbeing and Achievement Lead, @AllisonYarrow *It’s rare these days to come across an educational book that I both wish I’d written and wish I’d read at the beginning of my career. The Inclusive Classroom is exactly such a book. It is packed with practical, relevant and insightful advice that will enable any classroom practitioner to really meet the needs of all their children. What I love most is its simplicity. Complex theory and years of knowledge are distilled into bite-sized tips that everyone, from new teachers to experienced leaders, can apply immediately to support the creation of a calm, secure learning environment for all. This should be essential reading on initial teacher training if we’re serious as a nation about ensuring every child gets the education they deserve whilst giving teachers more precious time. -- Sarah Bailey * Headteacher of Croydon Virtual School and former primary headteacher @sarahba19844848 *This is a practical, honest and supportive guide to illuminate the importance of establishing an inclusive environment where all children can shine, be engaged and love their learning journey. It supports teachers to take structured steps to improve inclusivity for all children in their care. This is a must-read for every teacher and school leader! -- Stephen Lawler-Smith * National Leader of Education and Headteacher *Dispelling myths, generously sharing their own personal experiences of the education system and breaking their helpful advice into easily applicable chunks, Daniel and Sara empower and enable teachers to make a difference to children’s outcomes and life chances. -- Leanne Symonds * Headteacher and National Leader for Education, Ringwood School and the SPELL Alliance *Guiding teachers through the different phases of a lesson, from starters to plenaries, each chapter contains simple, effective actions to improve learning outcomes for students vulnerable to underachievement, including those traditionally labelled SEN, EAL, pupil premium, looked after and young carers. * Teach Secondary *They use short case studies to illustrate points and describe common classroom activities and situations. They then explain how these can be adapted to enable teachers to reflect on common practice and use relatively simple ways to create and sustain successful classroom routines. Back up ideas are also offered for when things don’t go as planned. This is an excellent guide to changing approaches to inclusion and creating a culture where all children can flourish. * SEN Magazine *Sara and Daniel have compiled a great book here offering a practical approach to differentiation ensuring all pupils in the classroom are offered opportunities to thrive. * UKEdChat *The book is packed with practical and often simple suggestions that would make all the difference. The authors are obviously speaking with bags of experience, demonstrating great understanding and a huge amount of perception. I think the tips and ideas suggested in this book would benefit all our teaching practices wherever we are in our careers. -- Rosie Watch * Love Reading 4 Schools *

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Book SynopsisDeveloping Reading Comprehension Skills Years 5-6: Classic Poetry is a flexible teaching resource designed to give children a greater understanding of poems, and to increase their confidence in answering questions about poems in the KS2 SATs. It introduces children in upper Key Stage 2 to carefully selected classic poems, which have stood the test of time. Their meaning is universal and timeless: as true now as it was when they were first written. The resource will help pupils to develop a love of poetry by introducing them to a world where playing with language is the norm and there are a multitude of right answers. Through exploring the language and themes of the poems, pupils will find out more about themselves and the world around them.The activities help to guide children through the poems, providing them with opportunities to understand the poet''s choic

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Book SynopsisA revised and updated edition of the best-selling guide for schools implementing PBIS Tier 1 PBIS (positive behavior interventions and supports) is the most important tool educators have to deal with disruptive student behaviors. This revised and updated handbook provides detailed guidelines for implementing and sustaining PBIS for schools and teams. New in this edition is a chapter addressing inequity and bias in behavior referrals and discipline; a tiered fidelity inventory (TFI) to evaluate adherence to PBIS practices; different methods of data collection; and new research on sustainability. Positive school climates are not achieved through expulsions, suspensions, or detentions, but instead through collective analysis and data-driven decision-making. Downloadable digital content offers a PDF presentation to aid staff buy-in and customizable forms to help manage data and assess progress with ease.

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