Description
Book SynopsisThis book focuses on thirty-three rules or principles that educators often fail to pay heed to in their professional activity. These are rules that are vaguely articulated or even left unsaid when preparing contemporary teachers. Teaching Is More Than Pedagogical Practice also helps teachers cope with a wide range of confusing and challenging situations. Among other things, the author recommends that educators: -
Trade ReviewSinagatullin's residency at Kent State University in the early part of this decade introduced us to his ability to research a topic thoroughly, and to take a fresh look at continuing issues in education. In his latest book, Teaching Is More Than Pedagogical Practice, he once again provides insight into issues of respecting diversity, the unique contribution of rural educators, of providing student-centered instruction, and being a professional in all that we do as educators. -- Linda Robertson, Gerald H. Read Center for International and Intercultural Education, College and Graduate School of Education, Health, and Human
This book represents a collection of strategies for educational counseling and suggestions for dealing with students in today's society. Ilghiz M. Sinagatullin has intelligently crafted this book for the noblest people on earth: educators. His insightful experience as an educator and his intensive travel experiences to view different educational systems have brought a perspective rarely seen. You are holding an education in a single book. This is a pedagogical book of the year-any year! -- Milton Bailey, Retired after 30 years of teaching in secondary and college level schools
Teaching Is More than Pedagogical Practice by Ilghiz Sinagatullin should be required reading for every individual in the field of education. Sinagatullin's thirty-three rules provoke self-analysis for the developing teacher, reflection for the teacher educator, and help teachers redefine how they view their roles and responsibilities. He writes about the things that educators rarely hear about or hear very little about. -- Cynthia J. Hutchinson, Department of Educational Studies, College of Education, University of Central Florida
The author, Ilghiz Sinagatullin, is a professor in the Birsk State Socio-Pedagogical Academy in the Russian Federation, and brings to a classroom a perspective quite different from that which normally pervades discussion. * Educational Review *
Table of ContentsChapter 1 Foreword Part 2 Enhance Your Humanitarian and Global Scope Chapter 3 Understand and Accept Important Humanistic Values Chapter 4 Enhance Your Global Competency Chapter 5 Get to Know the World's Renowned Personalities Chapter 6 Get to Know the Man-Made Wonders of the World Chapter 7 Master Your English Chapter 8 Make School a Holy Place Chapter 9 Avoid Corruption Chapter 10 Cherish the Phenomenon of Time Chapter 11 Listen to Your Inner Voice Chapter 12 Take Care of Your Health Chapter 13 Love and Treat Each Learner as Your Own Child Part 14 Cope with the Diversity of Students Chapter 15 Recognize and Accept the Diversity of Students Chapter 16 Enhance Your Multicultural Competency Chapter 17 Know Children's Learning Styles Chapter 18 Use Folk Pedagogy Chapter 19 Promote Health Education Chapter 20 Learn a Child's Genealogy Chapter 21 Love the Unloved Chapter 22 Organize Proper Gender Education Chapter 23 Be Tolerant Chapter 24 Beware Not to Lose Your Dignity Part 25 Master Your Didactic Competency Chapter 26 Use Proper Strategies to Motivate Children Chapter 27 Be a Positive Role Model for Children and Parents Chapter 28 Admit Your Own Mistakes Chapter 29 Avoid Excessive Academic Pressure Chapter 30 Train Your Memory Chapter 31 Learn to Leave Your "Golden Knowledge and Wisdom" Unsaid Chapter 32 Let Your Learners Do Most of the Talking Chapter 33 Be a Competent Rural Teacher Chapter 34 Teach Children to Protect the Environment Chapter 35 Empower Learners to Cognize the Unknown Chapter 36 Provide Learners with a High-Quality and Strong Education Chapter 37 Teach Children to Change the World Chapter 38 Conclusion
