Teaching skills and techniques Books

Book SynopsisPractical, research-based lessons for middle school educators to teach students pro-social attitudes and behaviors to prevent bullying.Create a Culture of Kindness in Middle School focuses on positive and pro-social attitudes and behaviors that build a respectful and compassionate school environment, while also addressing the tough issues of prejudice, anger, exclusion, and bullying. Through role-playing, perspective-taking, sharing, writing, discussion, and more, students develop the insights and skills they need to accept differences, resolve conflicts peacefully, stop bullying among peers, and create a community of kindness in their classrooms and school. Based on survey data gathered by the authors from more than 1,000 students, the book s research-based lessons are easy to implement and developmentally appropriate. Digital content includes student handouts from the book.Trade Review"The vast majority of students we talk to agree that bullying is bad and kindness is cool. But they often lack basic strategies to show compassion to their classmates. This book offers dozens of practical, hands-on lesson plans educators can use to teach students how to be kind (and why that matters so much). The lessons encourage students to stand up for what is right, and give them the tools to do it. If you want to 'Create a Culture of Kindness in [your] Middle School, ' this book is for you."--Dr. Justin W. Patchin and Dr. Sameer Hinduja, codirectors of the Cyberbullying Research Center and authors of Words Wound

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Book SynopsisThis accessible and highly practical book provides an introductory guide to the world of research support in the academic library. Academic libraries have seen huge changes in recent years thanks to the increasing availability of information online, but they are now undergoing another shift. As libraries move away from providing access to existing information and towards helping users create new knowledge there is an opportunity for them to develop new services for the research community. To do this successfully libraries need to have a knowledgeable workforce who are equipped to provide the support that researchers need. Information professionals are increasingly being asked to advise their users on issues such as open access and research data management but are often doing so with little or no formal preparation. Outlining the reasons why library staff need to develop a knowledge of research support and guiding them through the key information on each topic, The No-nonsense Guide to Research Support and Scholarly Communication provides an ideal primer for those who seek to work in this area or those who have acquired these responsibilities as part of a wider role. Trade Review'The book provides readers with a solid, balanced overview of scholarly communication, along with resources, listed in the conclusion, for learning more and keeping up to date. Sewell has produced an excellent resource not only for people working or wanting to work in research support, but for a far wider range of people in academic libraries who will benefit from knowing more about this key area that informs so much of what libraries, and universities, do.'— Carol Hollier, SLA Europe -- Carol Hollier * SLA Europe *'As with other titles in the series, this book is an accessible, straightforward, and highly readable introduction to an important, fast-moving, and multifaceted topic. Given its emphasis on very basic concepts and career exploration, it should prove useful to anyone unfamiliar with this growing field who is interested in possible careers.' -- Jennifer Bartlett * University of Kentucky Libraries *Table of ContentsNo-nonsense Guide to Research Support and Scholarly Communication

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Book SynopsisExpertly unpacks, in an easy-to-read and instantly useable way, what every teacher needs to know about the brain and how we really learn – and what that suggests for how they should teach. Foreword by Baroness Susan Greenfield CBE. Everyone is curious about the brain – including your learners! Not only can knowing more about the brain be a powerful way to understand what happens when your pupils – and, of course, you – pick up new knowledge and skills, but it can also offer a theoretical basis for established or new classroom practice. And as the field of neuroscience uncovers more of nature’s secrets about the way we learn – and further augments what we already know about effective teaching – this book advocates more efficient pedagogies rooted in a better understanding and application of neuroscience in education. By surveying a wide range of evidence in specific areas such as metacognition, memory, mood and motivation, the teenage brain and how to cater for individual differences, Neuroscience for Teachers shares relevant, up-to-date information to provide a suitable bridge for teachers to transfer the untapped potential of neuroscientific findings into practical classroom approaches. The key issues, challenges and research are explained in clear language that doesn’t assume a prior level of knowledge on the topic that would otherwise make it inaccessible – therefore enabling more teachers to better comprehend the lessons from neuroscience – while the authors also take care to expose the ways in which `neuromyths’ can arise in education in order to help them avoid these pitfalls. Laid out in an easy-to-use format, each chapter features: `Research Zones’ highlighting particular pieces of research with a supplementary insight into the area being explored; `Reflection’ sections that give you something to think about, or suggest something you might try out in the classroom; and concluding `Next steps’ that outline how teachers might incorporate the findings into their own practice. The authors have also included a glossary of terms covering the book’s technical vocabulary to aid the development of teachers’ literacy in the field of neuroscience. Packed with examples and research-informed tips on how to enhance personal effectiveness and improve classroom delivery, Neuroscience for Teachers provides accessible, practical guidance supported by the latest research evidence on the things that will help your learners to learn better. Suitable for LSAs, NQTs, teachers, middle leaders, local authority advisers and anyone working with learners.Table of ContentsContents include: 1. Neuroscience in the classroom principles and practice: getting started 2. Learning and remembering: attention, learning and memory 3. Metacognition: why it pays to teach your pupils how to think about how they think 4. Emotions and learning: classroom climate, stress and motivation 5. The individual in the classroom: what neuroscience can tell us about different abilities and some special educational needs in the classroom 6. The adolescent brain: why teenagers behave like teenagers 7. Surprises from cognitive psychology and neuroscience: why making things more difficult and less enjoyable for students in the short term can enhance long-term learning 8. Concluding remarks: developing your scientific literacy and understanding of controlled research

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Book SynopsisMaps out learners' growth mindset journey from the early years up to their departure for the challenges of secondary school. Growth mindset is a burning issue in schools right now. It has, however, often been misinterpreted as simply adding `yet' to the end of a sentence. In Learning without Fear Stead and Sabharwal tackle this misconception by combining bitesized mindset theory with the practical tools and techniques that will enable teachers to nurture children who are willing to take risks to further and deepen their own learning. Underpinned by up-to-date pedagogical thinking and research, Learning without Fear provides teachers of this under-represented age group with tangible and workable resources that address young learners' daily needs in the classroom. Suitable for newly qualified and experienced teachers, from nursery to Year 6, as well as school leaders who want to empower their teachers to shift the learning culture of their school.

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Book SynopsisLike most teachers and parents, you probably recognise STEM as being an important priority area for modern education. You may, however, be wondering: What does STEM education look like for young learners? How do I get children excited about STEM education? How can children learn STEM skills in just 15 minutes? What equipment do I need to teach STEM activities? Enter 15-minute STEM with the answers! Full of engaging and practical ideas, this innovative resource builds on the success of Emily's 15-Minute STEM (ISBN 978-178583335-9) and reassures teachers and parents that they don't need to be experts to deliver high-quality STEM education. Each of the 40 activities includes step-by-step instructions, takes just 15 minutes to complete and can be resourced from everyday materials found in the classroom or at home. This means that, with minimal preparation, teachers and parents can slot these cross-curricular activities into an otherwise busy day - simultaneously broadening children's learning and piquing their curiosity about the world around them. Accompanying instructions are phrased in a way that encourages the children to lead the learning and exploration, and opportunities for further investigation are provided in order to broaden the learning focus. Hand-drawn illustrations and full colour photographs are also included alongside each activity to give an idea of what the end results might look like. The activities make connections to real-world scenarios and have been linked to conceptually similar STEM-related careers - all of which are individually profiled in a glossary at the back of the book. The practical, problem-solving element of each activity offers a great way for children to develop important soft skills such as creativity, critical thinking and spatial awareness. Suitable for both educators and parents of young children.

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Book SynopsisForewords by Professor Rachel Lofthouse and Reuben Moore. With low early career teacher retention rates and the introduction of the Department for Education's new Early Career Framework, the role of mentor has never been so important in helping to keep teachers secure and happy in the classroom. Haili Hughes, a former senior leader with years of school mentoring experience, was involved in the consultation phase of the framework's design - and in this book she imparts her wisdom on the subject in an accessible way. Haili offers busy teachers a practical interpretation of how to work with the Early Career Framework, sharing practical guidance to help them in the vital role of supporting new teachers. She also shares insights from recent trainee teachers, as well as more established voices in education, to provide tried-and-tested transferable tips that can be used straight away.

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Book SynopsisDuring her work as a teacher trainer and revision expert, Caroline Bentley-Davies noticed that educators are clamouring for guidance on how to help their students remember the content covered in their lessons. In this book, Caroline answers that call by identifying the teaching techniques that contribute most effectively to long-term learning. She then sets out how to deliver content in such a way that it stays in pupils' memories for longer and leads to greater independence and better exam performance. Underpinned by a blend of research and theory, the tried-and-tested approaches are closely tied to classroom realities that will be familiar to all teachers. She delves into the role of planning as an important foundation for achieving long-term retention and improved recall on the part of students, and also shares guidance on how to secure maximum participation - so that there are no passengers sitting on the sidelines of the lesson. Caroline also shares a toolkit of 50 engaging, tried-and-tested strategies designed to help teachers ensure that their students remember what they teach them - and, throughout the book, she provides thinking points and actions to encourage teachers' reflections upon their own classroom practice. Suitable for all teachers and senior leaders looking to improve their pupils' learning and attainment.

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Book SynopsisForewords by Professor Dame Alison Peacock andAndreas Schleicher.Written by an internationally renowned team of thought-leaders, researchers and facilitators,Creative Thinking in Schools: A Leadership Playbookis a practical guide that draws together understanding about school leadership with a deep experienceTrade ReviewThe four purposes of Curriculum for Wales are the shared aspiration for every young person. They provide the opportunity for innovative systems, tools and creative thinking in the education system to create a better future. Creative Thinking in Schools provides a practical resource and complements the Creative Leadership Programme that has been recognised and endorsed by the National Academy for Educational Leadership Wales as meeting the needs of leaders in Wales.Tegwen EllisIn schools we often know why and what, but not when it comes to creativity. This playbook clearly and thoughtfully translates cutting-edge research into practical creative leadership strategies that will make sustainable change accessible to leaders in schools.Michael AndersonThis wonderful playbook captures the expertise, provocations, lessons learned and insights that a generous community of creative learning experts, researchers, educators and school leaders around the world have shared. Providing a wealth of practical activities and examples in words, diagrams and images, it is a vital resource for any school leader who wants to inspire and coach their team to embed and deliver creative learning strategies across their school.Tabitha McMullanThe playbook deliberately places emphasis on the creative dimension of leadership, becoming comfortable with openness, offering greater trust and developing spaces for new thinking. I highly recommend it.Alison PeacockThe authors of this magnificent playbook have created something truly amazing - a highly useable and practical resource for leaders. You will be able to transform your school, your network and your jurisdiction. We cannot wait to provide every network school with this book.Linda KaserI particularly like the way in which the playbook is both soundly rooted in research but also enjoyably creative and playful in the approach to professional learning.Andreas SchleicherCurriculum for Wales is designed with four core purposes. One of these highlights the importance of creativity; supporting learners to become 'enterprising, creative contributors, ready to play a full part in life and work' (Hwb, 2023). If our learners are to become independent, creative, critical thinkers, then we need to support our school leaders to develop and enhance their skills as independent, creative, critical thinkers too. This playbook is a wonderful resource that will further enhance and enrich the creative learning programme in Wales, inspiring and supporting leaders to explore new approaches to teaching and learning with creativity at its heart.Diane HebbThis is an outstanding resource, founded on deep knowledge and bursting with provocative ideas and playful strategies for making teaching and leading more creative in your school. Here, seven great experts in creativity, professional learning, leadership and change, give you every reason and no excuse for livening up your staffrooms, classrooms and online meetings so that they are more creative in their processes and results. In the playbook's own words, it will advance 'creative thinking in all aspects of your school's life'.Andy HargreavesIn our ever-changing world, developing creative thinking is essential to help our young people thrive, not only in lessons but also through life. For those leaders with the ambition to build a learning organisation with creativity and achievement for all at its heart, this playbook brings a fantastic collection of information, ideas and practical resources to do just that. It's a must for those with a wider view of education today.Andy MoorA superb resource for school leaders who wish to support and challenge their teams through active engagement. A unique blend of evidence and activities that promote creativity in action. This is definitely for schools that want to think differently about professional learning.Simon CambyThis leadership playbook is a really valuable resource for school leaders who want to cultivate the creativity of their students in all subjects by developing the confidence and skills of their staff. It very much mirrors the learning emerging from the eight pilot Creativity Collaboratives across England where early results suggest that teaching for creativity is a welcome and attainable goal for all schools.Nichola SerotaCreative Thinking in Schools serves as a roadmap to a series of experiences that leaders can use to reinvigorate their own creative muscles and those of their communities. The playbook includes activities designed to help leaders lead crucial conversations on the role creativity should play in their community as well as structures and facilitation guides that will support them in inculcating creativity into their classrooms, learning environments and communities. For school leaders looking to move the needle, embrace and lead change, this playbook will quickly become your go-to guide for leading professional development and designing the learning environment our students most desperately need and deserve.Laura McBainNever was there a greater need for brave leadership to preserve and promote empowering creativity across the curriculum, as an entitlement for every child from every background. So now, in the age of the robots, let's celebrate and teach the habits and discipline of creative thinking and of creative working. This excellent playbook will support courageous school leaders to put creative thinking back at the heart of education where it belongs.Geoff BartonCreative Thinking in Schools is an essential resource for anyone who cares about the place of creativity in education, providing accessible yet expert guidance to nurture and sustain creative thinking, creative teaching and creative learning.Mags WalshAll children and young people should have the opportunity to express and channel their creativity throughout their schooling. Any practical resources - such as this exciting new playbook - that can help school leaders and teachers in enabling this to happen are to be warmly welcomed.Sally BaconThis playbook has universal appeal across countries. It provides insightful tools for school communities to develop creative thinking, unlocking potential and hidden leadership from everyone in schools. The playbook's universal usability also makes it a perfect gift for anyone in the international community of creative thinking in schools.Kraiyos PatrawartWe know that creative thinking is critical for our young people - but too often, our curricula and cultures don't nurture these skills. Creative Thinking in Schools gives practical tools to support all leaders to consider why this work is so important, and how to make it happen.Liz RobinsonThis playbook aligns with the key focus of the Curriculum for Wales on supporting creativity, as one of the skills integral to its four purposes. It will be a valuable resource to help school leaders develop their talents and skills.WGED

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Book SynopsisThe COVID-19 pandemic has impacted over a billion students, resulting in a mass transition to online education and the cancellation or postponement of countless seminars, workshops, exams, sports events and conferences. While remote learning has allowed institutions to continue providing education to students throughout these circumstances, it has also created a number of challenges for the mental health of both faculty and students as well as to the technical capabilities of higher education institutions. At the start of the pandemic, not every university had the necessary facilities for the quick switch to remote learning, not all faculty were prepared to make it and not all students were equipped to take on more responsibility for their learning. Pandemic Pedagogy: Preparedness in Uncertain Times collates various case studies and other empirical research that examine learning practices and demonstrate approaches to address future catastrophes and continue the pandemic recovery process. Contributors discuss both theoretical models and strategic frameworks currently in use, as well as the benefits they provide, helping institutions address student and faculty concerns and prioritise future preparedness. Designing an adaptable education system capable of dealing with future crises, Pandemic Pedagogy: Preparedness in Uncertain Times will benefit educators, leaders, policy makers, government organizations, university faculty members and students.Table of ContentsPart I: Engaging Students Introduction to Pandemic Pedagogy: Preparedness in Uncertain Times; Enakshi Sengupta Chapter 1. When the “Cultural Other” Becomes Socially Close During the COVID 19 Pandemic: An Afghani (American University of Afghanistan) – Lebanese (Phonecia University) Intercultural Communication Narrative; Ahmad Samarji and Enakshi Sengupta Chapter 2. Strengthening Online Education Approaches in Institutions of Higher Learning; Grace Adhiambo Were, Kevin Odhiambo Okelo and Rosemary Aketch Obat Chapter 3. Evidence Informed Practices for Fostering Self Regulated and Resilient Learners; Krystal Nunes, Ann Gagné, Nicole Laliberté,, and Fiona Rawle Chapter 4. Humanizing the Classroom in the Face of a Dehumanizing Pandemic; Micah G. Modell, Jodie T. Fahey, Yasmine L. Konheim-Kalkstein, Rob Wakeman, and Emily Mazzurco Chapter 5. The Changing Dynamics of Student Engagement; Claire Hughes Part II: E- Learning Strategies Chapter 6. From Emergency to Strategic Interventions: Future-Proofing the Library’s Approach to Curriculum Influence Pre-, during, and Post COVID; Claire Wotherspoon Chapter 7. Rethinking Study Abroad Programs for the Post COVID World. A Technology Based Proposal; Ismael López Medel Chapter 8. The Application of Online and Blended Learning During Outbreaks, Epidemics and Pandemics: The Case of Higher Education Institutions (HEIs); Neema Florence Vincent Mosha and Edith Talina Luhanga Chapter 9. Best Practices in Online and Hybrid Teaching and Learning in Health Education / Promotion – Current and Post COVID; Amar Kanekar, Janea Snyder, and Bennie Prince

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Book SynopsisTeachers who want to cut lesson planning time should welcome this series in the new edition, revised in line with the New Framework and updated with new models. It aims to: help teachers cover every sort of writing type they need; fine tune lessons by following key teaching points for each model; and deliver the literacy hour to pupils of varying ability using different versions of the same model.Table of ContentsIntroduction Poetry models Narrative models Non-fiction models Teachers' notes

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Book SynopsisTeachers who want to cut lesson planning time should welcome this series. The new editions are revised in line with the new literacy framework and bring you new models. Writing Models aims to help teachers cover every sort of writing type they need including visual and multimodal texts; fine tune lessons by following key teaching points for each model; and deliver the new literacy units to pupils of varying ability using different versions of the same model.Table of ContentsIntroduction; Poetry Models; Story Models; Non-Fiction

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Book SynopsisNLP for Teachers covers a wide range of practical tools that will enhance your interpersonal effectiveness and classroom delivery. Find out how language and your internal processing affects the behaviour of others around you Learn some amazing tools and techniques Learn to communicate in ways you never thought possible both inside and outside the classroom Take your communication skills to the next level Suitable for teachers working with all ages.Trade ReviewNLP for Teachers: How to be a highly effective teacher is a rare book - unique and original ideas presented in so many different stimulating ways. You have idea sets, toolboxes, research zones, top tips, cartoons - a cornucopia of stimuli. Churches and Terry have produced something that not only will make you a better teacher, it will make any of us a better person if we soak in and act on the many clear suggestions. NLP for Teachers is at once a deeply practical and deeply theoretical book.Michael Fullan, Professor Emeritus, OISE/University of Toronto,author of The New Meaning of Educational ChangeThis is a powerful resource for all those who wish to extend their portfolio of strategies to support effective learning and teaching. NLP offers a systematic, coherent and well tried range of techniques to enhance all aspects of communication. The book combines lucid expositions of theory, practical and relevant examples and a range of activities which support understanding and application."Education is a social process - this book demonstrates that it is no longer necessary to aspire to, or exhort, social skills - they can be developed and learnt. NLP offers a rigorous approach to personal effectiveness and enhanced professional expertise. The authors provide an accessible, relevant and directly applicable resource which has the potential to help classrooms and schools become emotionally literate communities."John West-Burnham, Visiting Professor of Education, Queen's University, Belfast

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Book SynopsisHow to Teach is the most exciting, most readable, and most useful teaching manual ever written. It is not the work of a dry theorist. Its author has spent half a lifetime working with inner city kids and has helped them to discover an entirely new view of themselves. This book lets you into the tricks of the trade that will help you to do the same, from the minutiae of how to manage difficult classes through to exactly what you should be looking for when you mark their work. How to Teach covers everything you need to know in order to be the best teacher you can possibly be.

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Book SynopsisAn inspiring new series of books that takes away any barriers to teacing and Learning in natural environments, inside, outside and beyond. Highly accessible for anyone working with children from 3 to 11 years old. The series is designed to offer support to staff to raise their own knowledge and skills to empower them to use authentice experiences to deliver a broad curriculum, whilst celebrating children's voices as guides to the potential learning possibilities. It provides information, curricular links and progression in learning with benefit risk assessments all in one place. A must have for all who are learning outside the classroom. A5, Full colour photographs throughout with a Foreword by Tim Gill.Trade Review'The true value of this little gem of a book is that it respects the power of allowing children to have their own adventures, follow their own imaginations and make their own discoveries.' Tim Gill 'An invaluable and inspirational resource, by an internationally recognized expert in her field, that beautifully illustrates the power of nature to amplify every dimension of learning.' Richard Louv, author, 'The Nature Principle' and 'Last Child in the Woods'.Table of ContentsForeword - Tim Gill Introduction by Claire Warden Chapter 1 What is Charcoal Chapter 2 Case Studies with Anaylsis and Possible Lines of Develpment (a) Transforming wood into charcoal (b) Exploring charcoal as a material in mixtures Chapter 3 Curricular Links Overview Plan Concept, Knowledge, Skills Chapter 4 Developing Skills How to Make Charcoal How to make an ember bowl How to make a water filter Chapter 5 Benefit Risk Assessment Summary

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Book SynopsisThis 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.Table of ContentsIntroduction Part 1: Developing inclusive environments Chapter 1 – Understanding policy Chapter 2 –the inclusive classroom Chapter 3 – the inclusive curriculum Part 2: Making reasonable adjustments Chapter 4 – Understanding learners with Special Educational Needs and Disability Chapter 5 – Understanding learners with English as an additional language Chapter 6 – Understanding behaviour Chapter 7 – Understanding identity and gender Chapter 8 – Understanding race Chapter 9 - Understanding learners in poverty Chapter 10 – Understanding learners who are vulnerable learners Chapter 11 – Understanding learners with communication difficulties Part 3: Developing partnerships Chapter 12 – Working with children Chapter 13 – Working with parents Chapter 14 – Working with colleagues Chapter 15 – Working with outside agencies Glossary References Index

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Book SynopsisThis is an important title for all academic and professional staff within higher education (HE) who have a personal tutoring, student support or advising role. It examines key topics in relation to tutoring including definitions, coaching, core values and skills, boundaries, monitoring students, undertaking group and individual tutorials and the need to measure impact. Throughout, the text encourages reflection and the need to think critically about the role of the personal tutor. A scholarly and practical text, it comprehensively brings together relevant academic literature to inform tutoring practice as well as contextualising the role within the HE policy and quality assurance landscape. Please also see The Higher Education Personal Tutor’s and Advisor’s Companion where the themes of this book are illustrated by real life case studies form universities around the UK. Trade ReviewAn excellent presentation of personal tutoring in HE.... The book raises thoughts and desire to develop yourself personally and the organization. The book is thus a valuable tool for deans, rectors and other executive personal within HE. -- Jarmo Virta, Turku University of Applied SciencesYour book has been my bible of “how to” establish Academic Advising in the Australian Regional context. It provided the insight I needed to conceptualise what advising could look like in a more practical and operational sense... The book provides a cohesive roadmap for effective advising, yet provides space to shape advising within our unique regional context...I know I will continue to use this book for many years to come as we refine and mature our advising approach. -- Dr Cat Picton * University of the Sunshine Coast (USC), Australia *Table of ContentsForeword by Professor Liz Thomas Introduction Chapter 1: What is a personal tutor? Chapter 2: Core values and skills of the personal tutor Chapter 3: Setting boundaries Chapter 4: Key activities: identifying and supporting student populations Chapter 5: Key activities: effectively supporting all stages of the student lifecycle Chapter 6: Using solution-focused coaching with students Chapter 7: Reflective practice and professional development Chapter 8: Measuring impact Chapter 9: What next? Index

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Book SynopsisLove To Teach: Research and Resources for every classroom is an exciting book that combines the latest educational research with examples of what this can look like in the classroom. Filled with research-informed ideas to support all teachers and leaders in both Primary and Secondary this book would be great for NQTs to more experienced teachers and leaders alike. The educational research is presented in a format which is accessible, helpful and informative and will help inform educators about cutting-edge research in practical and applicable ways. The practical resources are easily adaptable and ready to be implemented in any classroom and are grounded in Kate's own classroom practice.Trade ReviewPacked full of tried-and-tested ideas and activities, this practical compendium of hundreds of teaching techniques is seriously rooted in an impressive synthesis of educational theory and research. I defy any teacher not to find this book both instantly engaging and immensely useful. --Andy Buck, CEO Leadership Matters This book comes at a time when education has more pressures than ever and is a timely reminder about why many of us joined the profession in the first place. Love to Teach is jam-packed full of reference, research and resources that will impact upon teachers new to the profession or those who have more years under their belt. What is superb to see is the inclusion not only in examples throughout the book but also with a section that looks specifically at technology in education. Too many educators see 'edtech' as something separate to their practice. It isn't and Jones has rightly included selected teaching and learning ideas both with and without technology, just as it should be in any classroom. --Mark Anderson, @ICTEvangelist, Award-winning educator, blogger, keynote speaker, consultant and author of Perfect ICT Every Lesson Kate Jones draws on research from cognitive science and makes it actionable. Her strategies are evidence-based, insightful, and practical. Love to Teach is a valuable resource for all educators who are passionate about best practices in teaching based on the science of learning. --Dr Pooja Agarwal, @Poojaagarwal, Cognitive Scientist and author of Powerful Teaching: Unleash the Science of Learning with Patrice M Bain, Creator of Retrievalpractice.orgPacked full of tried-and-tested ideas and activities, this practical compendium of hundreds of teaching techniques is seriously rooted in an impressive synthesis of educational theory and research. I defy any teacher not to find this book both instantly engaging and immensely useful. --Andy Buck, CEO Leadership Matters This book comes at a time when education has more pressures than ever and is a timely reminder about why many of us joined the profession in the first place. Love to Teach is jam-packed full of reference, research and resources that will impact upon teachers new to the profession or those who have more years under their belt. What is superb to see is the inclusion not only in examples throughout the book but also with a section that looks specifically at technology in education. Too many educators see 'edtech' as something separate to their practice. It isn't and Jones has rightly included selected teaching and learning ideas both with and without technology, just as it should be in any classroom. --Mark Anderson, @ICTEvangelist, Award-winning educator, blogger, keynote speaker, consultant and author of Perfect ICT Every Lesson Kate Jones draws on research from cognitive science and makes it actionable. Her strategies are evidence-based, insightful, and practical. Love to Teach is a valuable resource for all educators who are passionate about best practices in teaching based on the science of learning. --Dr Pooja Agarwal, @Poojaagarwal, Cognitive Scientist and author of Powerful Teaching: Unleash the Science of Learning with Patrice M Bain, Creator of Retrievalpractice.org

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Book SynopsisThis essential text helps 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 Teachers’ Standards. 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 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. This new edition takes account of the current educational context, with an emphasis on evidence-based practice, and includes extension tasks to address M level demands, fully revised and updated chapters on SEND and assessment, and a completely new final chapter highlighting CPD and appraisal for serving teachers.Table of ContentsIntroduction: why reflective primary practice? Inspiring, motivating and challenging your pupils Promoting children's learning Subject and curriculum knowledge Well-structured teaching Meeting the needs of all pupils Using assessment accurately and productively Managing pupils' behaviour Fulfilling wider professional responsibilities Personal and professional conduct Postscript

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Book SynopsisAs attitudes to mental health shift, primary schools in England will teach compulsory lessons on health (including mental health) from 2020. Yet mental health is far more than the absence of illness - it also means having self-belief and the resilience to cope with stress and change. In order to teach such skills, teachers and other staff must equip themselves and their workplaces with the procedures, understanding and confidence required to monitor mental health, share concepts effectively, identify warning signs and act appropriately if issues arise. Mental Health and Wellbeing in Primary Education puts all the information they need at their fingertips - with detailed guidance on creating a culture of wellbeing, overviews of how a wide variety of common mental health problems are diagnosed and managed, warning signs to look out for, and a range of ready-made forms, exercises and lesson plansTable of ContentsTable of Contents Introduction Part 1: Putting mental health and wellbeing first 1. Identification, responses and interventions 2. Ready to learn 3. A whole school approach Part 2: Wellbeing 4. Wellbeing for all 5. Building Emotional Intelligence 6. Managing and mastering screens Part 3: Mental health presentations and conditions 7. Anxiety, Panic and OCD 8. Low mood 9. Behaviours that challenge, anger and defiance 10. Attachment difficulties and Trauma 11. Autism Spectrum Condition 12. Difficulties with attention, hyperactivity, impulsivity and tics 13. Onset of puberty and gender identity 14. Feeding and eating disorders Part 4: Transitions 15. Introduction to transitions 16. Transition into Early Years settings 17. Daily transitions 18. Year-to-year transitions 19. Transition to Secondary school Part 5: Resources 20. Lesson plans and resources 21. Glossary 22. Further reading and guidance

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Book SynopsisThere are many models of schooling; some work, some don't. Mastery is an entire model of schooling with over 100 years of provenance, its impact has been researched for decades, with many of the world's greatest education minds testing and refining the approach. It's one of the models of schooling that actually works.In this book, Mark McCourt examines the history of a teaching for mastery approach, from its early beginnings to the modern day when cognitive scientists have been able to bring further evidence to the debate, demonstrating why a model that was first proposed in the 1910s has the incredible impact on both pupil attainment and attitudes to learning that it has had all around the world over many decades.Drawing on examples from cross disciplines, the story of mastery is one that all educators can engage with. Mark also draws on his own subject, mathematics, to further exemplify the approach and to give practical examples of pedagogies and didactics that teachers can deploy immediately in their own classroom.

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Book SynopsisresearchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, Adam Boxer examines Direct Instruction, editing contributions from writers including: Kurt Engelman; Kris Boulton; Greg Ashman; Gethyn Jones; Tom Needham; Lia Martin; Amy Coombe; Naveen Rivzi; John Blake; Sarah Barker; and Sarah Cullen

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Book SynopsisRetrieval practice is a strategy in which bringing information to mind enhances and boosts learning. In this punchy and accessible book, Kate Jones gives educators strategies and tips for using this powerful technique in their classrooms.

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Book Synopsis39 reflections to turn task completion into time for you Your time is precious – so use it well. With so many pulls on your time, and a changing environment, now more than ever it is vital that your time and task management is both targeted and efficient. If you can achieve this, you can allocate more time for yourself and so become a more relaxed and effective teacher. All too often to do list gets longer and longer which can impact on your enjoyment of the job and, more importantly, your mental health and well-being. Building on the strategies in his first two book, LIFT and RISK, David Gumbrell advocates that you need to focus your attention on giving the right plates a spin to save time, energy and attention that you can then allocate elsewhere. The 39 short, research-based chapters, punctuated with reflective questions, along with teacher interviews, together build into a significant body of knowledge to promote resilience and teacher retention. Praise for RISK A beautifully written book with David's characteristic use of rich metaphors and thoughtful narrative. This book will certainly help you make bolder and better decisions in the classroom and beyond. Adrian BethuneTrade ReviewDavid writes with warmth, intelligence and with practical encouragement to everyday teachers and leaders. As schools become increasingly busy, teachers are faced with ever more problems and challenges that need solutions. The multitude of decisions that need to be made in a school can range from the mundane to the profound, but those decisions must be made wisely. In RISK David gives teachers support in taking decisions so that they can bring their best selves to navigating risk and the decision-making process and follow through on the consequences of the decisions they make -- Angela Browne, Founder of Nourished CollectiveRISK by David Gumbrell is a great one to casually pick up, read a quick story, learn a fact and introduce yourself to a new way of thinking. I subsequently found myself reading another story and another and then just one more. Each of the 39 stories has a great insight as to how we ourselves can think differently about people and situations and look for improvement. Ideal for teachers wanting to ‘break out’ and explore new methods and fascinating ideas to express their learnings within the classroom and also their lives. -- Steve Judge, international speaker, coach, author and two times paratriathlon word championA beautifully written book with David's characteristic use of rich metaphors and thoughtful narrative. This book will certainly help you make bolder and better decisions in the classroom and beyond. -- Adrian Bethune, teacher and author of Wellbeing in the Primary ClassroomThe power of this book centres around the questions posed throughout. These questions focus you and challenge you to think about not only your practice and the way in which you teach but also your habits and routines. The questions invite you to change the way you do things to enable you to be far more confident in taking risks within your own teaching that are beneficial for all, and that includes you, the teacher! -- Catherine Carden, Canterbury Christ Church UniversityDavid uses his detailed and knowledgeable insight into the ways schools work and how we work within them to create an inspirational handbook full of practical advice and questions that make us think. This book should be on the reading list for every teacher and leader. -- Kate Redman, deputy regional CEO, South Coast at Aspirations AcademiesThrough fascinating and engaging links to historical events and general knowledge, David encourages the reader to be confident and to take risks, embracing the creativity that leads to exciting and memorable lessons. His carefully crafted questions help to coach and reassure you that, although you cannot always predict the outcomes, it does not mean you have failed and that both joy and frustration are part of the journey as you move from bunny slopes to black runs! -- Helen Shaw, Director of Teaching School at Glynn Learning FoundationThis is a welcome addition to sources of much needed support available for trainees and early career teachers. It is presented in a way that is practical and quickly accessible meaning that they can pick up and learn from it in bite-sized chunks – so important in this incredibly busy, sometimes overly pressured time. The advice is easily actionable but appropriately underpinned by research and evidence and will be an invaluable addition to busy teacher’s toolkit -- Samantha Twiselton, Director of Sheffield Institute of Education at Sheffield Hallam UniversityTable of ContentsIntroduction Part A: SPINNING – How effective is plate spinning as a strategy to get things done, for you? Jiaoda opera Beach balls blow your mind Hypotrochoids and epitrochoids DVDs spin Hamster wheels Play pumps Wind farms PART B: FITTING - How can you best fit all the jobs you have to do into the working day? Seven piece puzzle ISO – Keep cargo ships in order The power of punctuation Sinuous curves and straight lines Dutifully dovetailed Feat M C Escher Warp and weft PART C: ORDERING – Which job should you do first, second and then third? Not a knot Fizz, bang, whoosh Cream teas - are you Devon or Cornwall? Judy and Punch Rock, paper, scissors Podium positioning Rounders and ‘abouters’ PART D: TIMING – How much time should you allocate to each job on your ‘To Do List’? Not now, Grommet Cryogenic torpedoes It’s a horological show A Black Forest tweet Greenwich clock Boil then bake then fry PART E: FILTERING –e time? How can you filter out which of the job list needs to be done? Permanently temporary Activate your carbon Big blue whale Canned meat or email feat? Prime position Do bowling balls float? PART F: RANDOMISING – Does a randomised approach to the job list, get the job done? Drawing the short straw Lottery numbers Life of Pi Baffle ball & bally hoo Running the gauntlet Grapeshot Interviews

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Book SynopsisTeaching is a wonderful profession, but it is one that requires huge amounts of physical, mental and psychological reserves. Inner resilience is a vital part of this, and the dialogue about how to develop it has been missing in conversations about teacher wellbeing. Resilience is ultimately the difference between being overwhelmed by stress and anxiety, to finding calm, purpose and joy in the work we do with young people. Teacher Resilience explores how we can build a more resilient mindset, and what practical actions we can take to be the best version of ourselves in the classroom. From self-talk to collaboration, conflict management to lesson planning and differentiation, no trigger of potential teacher stress and anxiety is left unexplored. With practical tools to implement immediately, this is the book that all teachers need to thrive in a demanding profession.

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Book Synopsis“I’m not sure how to help my child with schoolwork.” “I see my child study for tests and not do well.” “How much help is too much? Or Not enough?” As a parent, do you have questions like these? For students reading this book, have you ever thought: I studied all night and didn’t do well on the test? Do you question why spending more time on schoolwork often does not reflect increased learning or higher grades?We all think we know how to study. Many of us have spent years in educational settings. Because we have learned, do we know how learning occurs? Often the answer is no. Fewer than 10% of students have parents who are certified educators. Where can the other 90% of parents go to find answers? If you are a student, where can you go to find out how to maximize learning while spending less time doing so? The answer is this guide. Patrice Bain has shown thousands of students with a wide range of abilities how to increase school performance. Having worked with cognitive scientists in the classroom for over half of her 25+ year teaching career, Bain knows how students learn and has developed strategies that increase memory, grades and retention of material. This book is not about fads or the latest shiny gadgets. Instead, this guide, based on rigorous research, gives the inside look into how all of us learn best. Filled with stories making learning relevant, and strategies to use at home, this guide will be like having a seat in Mrs. Bain’s engaging classroom.

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Book SynopsisThe genesis for this book, and the strategy within it, is a longstanding commitment from Essex County Council to improve the life chances and life choices of disadvantaged pupils being educated in Essex.The purpose of the book is to set out a strategic, evidence-informed approach with pupils, families, teachers, leaders, system leaders and wider agencies which puts learners first. This approach is rooted in best practice. It centres on improving the day to day learning experiences of disadvantaged pupils, leading to better long term choice and opportunity. Unity Research School and Essex County Council hope it will support efforts to address the impact of socio-economic disadvantage on learning in schools and colleges nationally.

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Book SynopsisMetacognition is one of the most highly effective but under-used teaching strategies in all of education. Over-complicated by some, over-simplified by others and misunderstood by many, this area of theory and practice is in need of a fresh look. The Metacognition Handbook provides a clear, practical guide for teachers and school leaders to embed metacognition into classroom practice and school culture to enhance student outcomes. Looking at classroom pedagogy, teacher CPD, transition, and more, The Metacognition Handbook argues a case for evidence informed application of simple but effective ways to boost student independence, self-regulation, self-efficacy and motivation.

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Book SynopsisThe SENDCO role can feel quite isolating. SENDCOs know more than anyone in their setting about SEND, so who do they go to when they need support? Especially when new to the role, who do you turn to when tackling a problem or looking for inspiration? The Lone SENDCO answers over 300 questions that SENDCOs grapple with, whether experienced or new: How should outcomes be worded? Do I get longer to respond if I receive a consultation in the holidays? How shall I structure my inclusion department? How do I assess SEND for a child with EAL? How should I be working with my school’s Careers Officer? How do I motivate disengaged learners? What do Ofsted look for in an inspection?Split helpfully into easily-workable sections, this reference book can be picked up and dipped into, whatever the priority. Whether it’s organising an annual review for the first time, taking your partnership with parents to the next level or linking your work in SEND to cognitive science, The Lone SENDCO tackles the questions you have and the answers you need.Sections include: EHCPs and annual reviews, working with parents/carers, statutory compliance and legislation, strategic thinking as a SENDCO, identification and assessment of SEND, supporting transition for pupils, working with pupils, Ofsted developing my knowledge as a SENDCO, funding for SEND, teaching and learning, exam access arrangements, understanding data, tracking progress, managing a SEND register, understanding the SENDCO role, challenging decisions around placement and provision, CPD as a SENDCO, SEND as a whole-school issue, working with TAs, working with external partners, provision mapping, interventions, troubleshooting and a guide to types of need.

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Book SynopsisHands up if you’ve ever been given lesson observation feedback that you didn’t understand, didn’t agree with, or just thought was plain rubbish. If your hand is in the air, you’re in good company! When it comes to teachers receiving high-quality feedback that helps them improve their teaching, we have a serious issue in our schools. Teachers want to improve their teaching. They embrace any opportunity to learn. They want other professionals to watch them teach and to get into conversations about developing their practice. What they don’t want is to be criticised, patronised, sent down blind alleys, or left utterly confused. Those who’ve been giving feedback telling teachers to ‘differentiate more’, ‘talk less’, or ‘let students lead their own learning’ have a lot to answer for. The Teaching Delusion 3: Power Up Your Pedagogy has been written to address the issue of teachers receiving poor feedback in our schools. As a self-improvement and coaching resource, it is essential reading for all teachers and school leaders. Through a detailed exploration of 12 key elements of pedagogy, author Bruce Robertson sets out a clear, researched-informed guide to improving pedagogy in every classroom, across every school. By highlighting key features of effective practice and a broad range of techniques teachers can focus on developing, this practical guidebook will be valued by professionals in all sectors, regardless of experience. The Teaching Delusion 3: Power Up Your Pedagogy completes The Teaching Delusion trilogy with a bang!

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Book SynopsisWhen it comes to 'The Excludables', it is time to shake up the debate.Students who are excluded from school, and society, are at a higher risk of being incarcerated. They are more likely to have mental health difficulties, special educational needs, live in poverty, have social care involvement and they disproportionately come from certain ethnic groups. This book pulls on all those threads using up to date research and establishes a deeper understanding of how and why these things affect school behaviours. The factors that lead to exclusion are complex, and this book meets that challenge head on, including the kinds of “crunchy bits” that are usually avoided at all costs, such as children who are high in callous-unemotional traits, and trauma-informed approaches in prison education.Written by an experienced educator and behaviour consultant, this book steps away from the worn-out discourse that surrounds behaviour in schools, and away from the notion that educators are the only relevant experts. Get ready to explore genetics, bias, epistemic trust, and the human stress-response system; all examined through the lens of the realities of behavioural challenge faced by educators every day.This is a read that will confront everyone in some way.

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Book SynopsisThis is a must-read for early career teachers (ECTs), focusing on the role of the ECT in terms of school curriculum design and implementation. It explores the topics surrounding curriculum that those in training or ECT induction are likely to encounter and need to understand, and offers a range of practical and critical strategies and approaches to curriculum design. It begins with examining the history of the core ideas around curriculum, including educational philosophy and concepts, before moving on to planning, reflection and principled intent and implementation. It also delves into the various roles of those involved in curriculum design. This is an essential text for ECTs as curriculum is a key aspect of the Core Content and Early Career Frameworks. It draws on real-life enactments and models to help those in their early stages understand their role in curriculum implementation, especially in relation to the Ofsted focus on the quality of education and the role of all teachers as professionals. Most importantly, this book recognises curriculum as the beating heart of any strong educational offer. Trade Review"Curriculum is at the heart of much debate around education - and yet these discussions often lack clarity and can leave teachers new to the profession wondering what exactly they should know about curriculum design and delivery. This guide provides a much-needed overview of key principles, research and practice, clearly explained whilst delving into complex ideas. The practical and reflective tasks promote deep thinking and action - the perfect introduction to curriculum for early career teachers… and those not so early in their career!" -- Cat Scutt MBE * Deputy Chief Executive Officer, Chartered College of Teaching. *Table of ContentsForeword Chapter 1: Introduction – what is curriculum? Chapter 2: The journey so far Chapter 3: Behind the terms Chapter 4: Principles of curriculum design Chapter 5: Curriculum intent - setting out the goals Chapter 6: Curriculum implementation 1 - curriculum enactment Chapter 7: Curriculum implementation 2 – classroom level Chapter 8: Curriculum implementation 3 – assessing the curriculum Chapter 9: Curriculum impact – what are the outcomes? Chapter 10: Evaluating the curriculum - next steps Acronym buster Index

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Book SynopsisAims to elevate learner anxiety from a pastoral concern to a pedagogical reality, enabling teachers in primary and secondary school settings to build a new perspective on and support anxious learners who may display challenging behaviours. This book explores the relationship between anxiety and common classroom problems such as unhelpful behaviour, work avoidance and learning loss. It promotes the philosophy that it is a teacher's role to 'support not fix' learners with anxiety and other mental health concerns by adopting effective pedagogical strategies. Despite not being recognised as a learning difficulty, anxiety can be something that makes learning very difficultfor pupils. Learners with anxiety have the right to be seen, feel safe at school and have their needs supported. This book provides teachers with a toolkit to cultivate a professional mindset that recognises behaviour as communication and that anxious pupils have the capacity to learn. It also delves into the neuroscience of anxiety, with text backed up by pertinent theory.. Written by a practicing classroom teacher, this book is packed with illustrations, quotations and humour as well as opportunities for critical reflection and tried and tested strategies, advice and reassurance.Table of ContentsIntroduction Chapter 1: Understanding anxiety Chapter 2: Seen Chapter 3: Safe Chapter 4: Supported Chapter 5: Toolkit

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Book SynopsisKagan Structures are revolutionary teaching strategies. Why? Because they create an unparalleled level of student engagement. Kagan Structures create a cooperative and caring class tone by putting students on the same side as they interact in pairs, small teams, and with classmates. Structures ensure every student is individually accountable so no one can hide and take a free ride. Structures create equal participation, which means all students are engaged a much greater percent of the time. In this must-have Kagan reference guide, you get 59 step-by-step Kagan Structures you'll use time and time again. More structures means more tools in your teaching toolbox to create more student engagement, more student learning, and more success!

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic books that together provide a consistent and highly effective approach to teaching phonics.Dimensions: A5 148x210mm (Cards) The website shows the VAT inclusive price. The price before VAT is 14.99.This complete set of prompt cards for Reception support teachers with step-by-step instructions and tips for every aspect of each lesson. The cards are used in the CPD How to' videos on the Little Wandle Letters and Sounds Revised website.

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Book SynopsisCongratulations! You have either decided to join, or are considering joining, a very rewarding profession. Not many other careers are so varied and challenging.Jamie Thom and Colin McGill are former classroom practitioners who now train the next generation of teachers at Edinburgh Napier University. Drawing on this rich experience, their book lays out ten essential steps for success in your teacher training. Case studies throughout the book share the challenges and joys of teaching from a variety of perspectives.This friendly, accessible guidebook is full of practical advice grounded in the real world. It will be a valuable companion to anyone who is undertaking teacher training or is at the beginning of their classroom career.

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Book SynopsisA Creative Approach to Teaching Science is filled with exciting and innovative ways to teach and meet the objectives for primary physics, chemistry and biology from Years 1-6. Each idea has been tried and tested, used in the classroom with children of the relevant age range, and all are deep rooted in practical enquiry with clear links to the statutory requirements for primary science.This book is jam-packed full of strategies and ready made ideas with a creative edge, aimed at engaging children and encouraging them to think critically and scientifically, and to consider key scientific topics in real life scenarios. This book is a must-have for teachers looking to inspire their pupils, and making sure they have fun along the way.

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Book SynopsisWhen bad behaviour threatens to derail lessons and undermine teaching, it's easy to feel like you've run out of solutions. Enter: Nikki Cunningham-Smith. With her comforting sense of humour, wealth of experience and ability to see positives in even the most nightmarish of classroom scenarios, Nikki encourages early career teachers to reflect on their practice, take care of their mental health and implement behaviour management strategies that really work.Feel Free to Smile draws on anecdotes from Nikki''s time as a teacher in alternative provision settings, as well as contributions from fellow professionals and current NQTs such as Ross Morrison McGill, Vivienne Porritt, Kemi Oloyede and Sarah Mullin. It provides practical strategies, tips and quick fixes for dealing with difficult behaviour and keeping your cool in testing situations. With advice on all aspects of behaviour, as well as reflective questions and space to jot down your thoughts, this book is the perfect companion Trade ReviewThis is a refreshing, honest and empowering book about behaviour management. It provides clear strategies to build your behaviour playbook and the range of case studies help to reassure those at the start (and well into) their teaching careers. -- Andy Taylor * Senior Lecturer in Primary Education, @MrTs_NQTs *This book is an absolute gem! Funny, human, practical and empowering: Nikki Cunningham-Smith provides anecdotes which all of us can relate to, showing us that we are not alone, and that working with young people is a gift, even if it might test us sometimes! Paired with research overviews and the clear expertise and skill of the writer, this is a great option for early career teachers everywhere. Joyous! -- Jennifer Webb * Teacher, senior leader, speaker and author, @FunkyPedagogy *Nikki Cunningham-Smith explores the importance of developing behaviour management skills which will enable children to thrive in the classroom. Nikki provides a plethora of case studies, practical tips and honest reflections which cover a range of real-life scenarios. This book will have you laughing out loud at some of the unexpected events that take place in classrooms across the country every single day. To be forewarned is to be forearmed! -- Sarah Mullin * Award-winning deputy headteacher, author of 'What They Didn't Teach Me on My PGCE' and founder of the #EduTeacherTips YouTube channel *There are some great tips and strategies in the book that will be of value to many teachers and the book includes interactive ways to engage with students, as well as case studies and reflective activities. This is a book that new teachers would find supportive, informative and a source of informed professional guidance. -- Mary Mountstephen * SEN Magazine *Nikki takes a positive and reflective look at behaviour management, offering ideas and strategies supporting NQTs in secondary schools. The book is a reassuring showcase of instances that highlight that things will go wrong when you teach, but Nikki’s approach is to be chilled and honest about errors, and to learn and reflect on them so they don’t happen again. -- @digicoled * UKEdChat *

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Book SynopsisA practical guide to having brave and difficult conversations, overcoming bias and challenging stereotypes to make your secondary classroom a safe space.

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Book SynopsisExamines how school curriculum-based representations of Dominican identity navigate black racial identity, its relatedness to Haiti, and the culturally entrenched pejorative image of the Haitian Other in Dominican society.Trade ReviewExamining the concept of race within the Dominican national rhetoric through the analysis of textbooks, Wigginton and Middleton offer an appropriate and rational interpretation of Dominican textbooks in public schools that is easy to follow and provides clear examples of racialist inculcation."" - Dawn F. Stinchcomb, author of The Development of Literary Blackness in the Dominican Republic""Through their examination of textbooks, Wigginton and Middleton reveal a shift taking place in the Dominican Republic surrounding ideas of blackness. They provide a rich example and show how blackness continues to be reconsidered in the Dominican Republic, reconstructing a sense of being Afro-Dominican."" - Kimberly Eison Simmons, author of Reconstructing Racial Identity and the African Past in the Dominican Republic

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Book SynopsisComputation, modeling, and simulation practices are commonplace in the STEM workplace, yet formal training embedded in disciplinary practices is not as standard in the undergraduate classroom. Teaching and Learning in STEM With Computation, Modeling, and Simulation Practices: A Guide for Practitioners and Researchers gives instructors a handbook to ensure their curriculum bridges the gap between the classroom and workplace by equipping students with computational skills and preparing them for a rewarding career in STEM. Grounded in theory and supported by fifteen years of education research at the undergraduate level, this book provides instructional, pedagogical, and assessment guidance for integrating modeling and simulation practices into the undergraduate classroom.

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Book SynopsisThis book investigates teacher and student boredom from the perspective of the teacher and illustrates how thinking about different aspects of this negative emotion might enhance reflective practices. It consists of seven chapters. The first four (Chapters 1-4) are devoted to the role of positive and negative emotions in L2 learning, conceptualizations of boredom, theories accounting for this negative emotion, and a brief overview of student and teacher boredom-related studies carried out in educational psychology and L2 education. The second part (Chapters 5-6) is empirical in nature. It reports on a mixed-methods investigation which tapped learner and teacher boredom from the perspective of EFL secondary school practitioners. It focused on: (1) teacher-perceived causes of learners' boredom, (2) causes of teachers' own boredom, (3) ways in which teachers confront student boredom in the classroom, (4) ways in which teachers deal with their own boredom, (5) factors that underpin teacher and student boredom, (6) ways of combating student and teacher boredom. The third part of the book (Chapters 6-7) integrates teachers' recommendations with outcomes of previous research to propose a reflective practice model of dealing with boredom in the classroom as well as strategies that can be employed to minimize teacher boredom.Table of ContentsIntroduction Chapter 1: Emotions in the language classroom Chapter 2: Conceptualizing boredom Chapter 3: Perspectives on boredom, its causes and solutions Chapter 4: Researching boredom in L2 learning and teaching Chapter 5: Boredom in the L2 classroom: Listening to teachers’ voices Chapter 6: Integrating theory and practice: Reflective practice with respect to boredom Chapter 7: Awareness-raising activities stimulating reflection on L2 boredom Conclusion Appendix 1: Teacher Boredom Questionnaire Appendix 2: A Lesson Report

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Book SynopsisThis volume showcases a range of Reading to Learn (R2L) projects from around the world in a variety of educational settings in many different languages. The pedagogy emerged over two decades from a coalescence of idealism, academic research and teachers' experience. One ideal shared by everyone involved in R2L has been to become a more effective teacher, and to help others do so. Underlying this drive to excel is the democratic ideal that education should be equally available, inclusive and effective for every student. In the first chapter David Rose recounts the origins of R2L in work with Indigenous Australian children, informed by genre writing and scaffolded reading pedagogies. Three following chapters celebrate the impact of the methodology in settings of educational disadvantage in Australian schools. Further chapters describe the efficacy of the methodology around the world in a variety of languages, often in very challenging educational settings. Stories from Africa detail the successes of R2L pedagogy in South Africa, Kenya, Uganda and Tanzania. In Europe, a ground-breaking project to adapt the methodology for the education of deaf and hearing-impaired students working in Swedish Sign Language (SSL) is described. Also in Sweden, a long-term project to train teachers working in disadvantaged schools grew out of the success of the EU-funded project, Teacher Learning for European Literacy Education (TeL4ELE). Following chapters describe how the TeL4ELE project unfolded and spread R2L to Portuguese and Spanish schools and teacher education. Chapters from the Americas provide stories of success from a US community education project with Spanish-speaking mothers learning English, a tertiary setting in Colombia where the methodology has been used as a cross-faculty initiative, and a literacy outreach program from a university in Argentina for teachers from disadvantaged local schools. Final chapters include an evaluation of the R2L methodology in comparison with other literacy methods used in Argentina, an analysis of the R2L methodology for teaching mathematics in Chile and a project to teach scientific literacy with Indonesian school students, in both Indonesian and English.Table of ContentsForeword Professor J.R. Martin, University of Sydney Introduction Chapter 1: Learning to Teach David Rose Chapter 2: Inclusion and Success for All Children: A Whole-school Approach Ingrid Freeman and Jane Kelly, Kenmore State School, Queensland, Australia Chapter 3: Scaffolding Pedagogic Change at School and System Level: Reading to Learn in Victoria, Australia Sarah Culican, Department of Education, Victoria, Australia Chapter 4: Whole-school Implementation of Reading to Learn in a Secondary Context Zena Carusi-Lees, Balmoral State High School, Queensland Chapter 5: The Story of Reading to Learn South Africa (RtLSA) Mike Hart, Reading to Learn South Africa, University of Kwa-Zulu Natal Chapter 6: Equity-based Models of Teaching Literacy: Supporting EAL Students’ English Academic Writing Development with Reading to Learn Pedagogy Tracey Millin, School of Teacher Education, University of Canterbury, New Zealand Chapter 7: Bridging the Gap between Sign Language and Written Texts for Students who are Deaf or have a Hearing Loss Ann-Christin Lövstedt, Reading for Life, Sweden Chapter 8: Scaffolding a Long-term Professional Development Project in a Disadvantaged Swedish Context Pernilla Andersson Varga, Annette Mitiche, Jaana Sandberg and Susanne Staf, Centre for School Development, Gothenburg, Sweden Chapter 9:A story of International Cooperation: Teacher Learning for European Literacy Education (TeL4ELE) Claire Acevedo Chapter 10: Working with Reading to Learn at Undergraduate Level in Spain: A Learning Journey Rachel Whittaker, Isabel García-Parejo and Aoife Ahern, Universidad Complutense de Madrid Chapter 11: Learning to use Reading to Learn in Portugal Carlos A. M. Gouveia, Letras, ULisboa & CELGA-ILTEC, UC, Marta Filipe Alexandre and Fausto Caels, ESECS-IPLeiria & CELGA-ILTEC, UC Chapter 12: Bilingual Reading to Learn for ESL Latinx Immigrant Mothers in the United States Andrés Ramírez, Florida Atlantic University, USA and María Gabriela Gutiérrez, Universidad de la Salle, Bogotá, Colombia Chapter 13: Introducing R2L into Higher Education Teaching in the Colombian Caribbean Sergio Álvarez Uribe, Norma Barletta, Teresa Benítez and Nayibe Rosado, Universidad del Norte, Barranquilla, Colombia Chapter 14:Reading to Learn in an Argentine Context: Implementing the Pedagogy in Primary Schools Patricia V. Meehan, Angélica Gaido, Liliana Anglada and María Belén Oliva, Universidad Nacional de Córdoba, Argentina Chapter 15: R2L and Cognitive Approaches to Reading in the EFL Context: Engaging in Dialogue Samiah Hassan and Cristina Boccia, Universidad Nacional de Cuyo, Mendoza, Argentina Chapter 16: Maths Process Modelling: A Reading to Learn Curriculum Genre Ingrid Westhoff, Universidad Andrés Bello and Fundación Educar para Crecer, Chile and Raimundo Olfos, Pontificia Universidad Católica de Valparaíso, Chile Chapter 17: Application of Reading to Learn Methodology in EFL Classrooms: A Bilingual Approach Harni Kartika-Ningsih, Universitas Indonesia

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Book SynopsisThe Acclaimed Bestseller That Can Improve Your Classroom Experience Forever! Over the years millions of parents and teachers have used the amazingly effective strategies of Positive Discipline to restore order and civility to their classrooms and homes. And in today''s classroom, where teachers must compete with digital distractions for their students'' attention while trying to satisfy increasingly demanding academic standards, it is more important than ever that educators be able to combat apathy, instill vital problem-solving skills, and create a climate that maximizes learning.  Now you too can use the time tested Positive Discipline strategies as a foundation for fostering cooperation, problem-solving skills, and mutual respect in children. This new edition of Positive Discipline in the Classroom is updated with essential tools for the modern teacher. Imagine, instead of controlling behavior, you can be teaching; instead of confrontin

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Book SynopsisTable of Contents1. Introduction. 2. Models of Child Development, Psychopathology, and Treatment. 3. Principles and Practices of Developmental Psychopathology. 4. Classification, Assessment and Diagnosis, and Intervention. 5. Disorders of Early Childhood. 6. Intellectual Developmental Disorder and Learning Disorders. 7. Autism Spectrum Disorder. 8. Maltreatment and Trauma- and Stressor-Related Disorders. 9. Attention-Deficit/Hyperactivity Disorder. 10. Oppositional Defiant Disorder and Conduct Disorder. 11. Anxiety Disorders, Obsessive-Compulsive Disorder, and Somatic Symptom Disorders. 12. Depressive Disorders, Bipolar Disorders, and Suicidality. 13. Eating Disorders. 14. Substance Use Disorders, Personality Disorders, and Psychotic Disorders. Glossary. References. Name Index. Subject Index.

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