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"Building the Primary Classroom" puts the best elements of classroom management and curriculum content together in one concise volume.
Supporting trainee teachers to understand the complex nature of effective learning and teaching in primary schools. A completely new book covering the key skills of primary teaching including: teaching and learning reflective practice in teaching planning assessment behaviour engagement vulnerable groups professional responsibilities and relationships This book supports and challenges primary trainee teachers and their mentors (both school based and university/SCITT based) by offering a range of approaches, strategies and perspectives to aspects of primary teaching, with learning and pupil progress as the focus. It offers thought provoking activities, case studies and reflection tasks for trainees and mentors and supports trainees working towards their professional development targets. The text also explores less common themes such as question and dialogue, EAL and teacher presence. It helps trainees to understand and develop these skills and begin to use them in their teaching. It then supports them in reflecting on their development of these skills and evaluating their impact on learning.
Building the Primary Classroom puts the best elements of classroom management and curriculum content together in one concise volume.
Create a unified, caring classroom in which all students love to learn and feel a sense of belonging. Developed from the author’s experience, this resource helps you create an emotionally safe environment, teach empathy as a primary skill, and much more.
This book supports primary trainees and their in school mentors to understand the complex nature of effective learning and teaching in primary schools. It explores the key skills required, helping trainees begin use them in their teaching, reflect on their development of these skills (with their mentors) and evaluate their impact on learning. This book supports and challenges primary trainee teachers and their mentors (both school based and university/SCITT based) by offering a range of approaches, strategies and perspectives to aspects of primary teaching. This new edition: · Includes practical guidance for building resilience · Explores the latest teaching approaches being trialled in schools · Supports trainees to work with their in school mentor · Includes new chapterss on professional identity and professional responsibilities
This books supports primary trainees to understand the complex nature of effective learning and teaching in primary schools. It explores the key skills required, helping trainees begin use them in their teaching, reflect on their development of these skills (with their mentors) and evaluate their impact on learning. This book supports and challenges primary trainee teachers and their mentors (both school based and university/SCITT based) by offering a range of approaches, strategies and perspectives to aspects of primary teaching. This new edition: · Includes practical guidance for building resilience · Explores the latest teaching approaches being trialed in schools · Supports trainees to work with their in school mentor
This supplement explains how the practices outlined in the book "Building Thinking Classrooms in Mathematics" work in a classroom with social distancing or in settings that are not always face-to-face. It walks teachers through how to adapt the 14 practices for 12 distinct settings, some of which came about as a result of the COVID-19 pandemic. Includes updated toolkits and a recommended order for the implementation of the practices for each of the settings.
A student's entire journey along the educational spectrum is affected by what occurs—and, crucially, by what does not occur—before the age of eight or nine. Yet early learning has never received the attention it deserves and needs. In his latest book, education expert Gene Maeroff takes a hard look at early learning and the primary grades of schooling. Building Blocks offers a concrete and groundbreaking strategy for improving early education. Filled with colorful descriptions and anecdotes from Maeroff's visits to schools around the country, Building Blocks creates a rich portrait of education in America, ranging from math lessons imported from Singapore in Massachusetts to serious but joyful kindergartens in California. He speaks of the need for schools to prepare for the burgeoning enrollment of youngsters from immigrant families and for all children to acquire the habits and dispositions that will make them committed and productive students. Maeroff issues a call to action for policy makers and parents alike.
Help all learners transition successfully from beginning to intermediate literacy levels with these classroom-tested instructional strategies and specialized assessment tools for word study, reading, and writing.
The introduction of co-operative learning creates the environment for the development of a learning community in the classroom. This approach demands a reappraisal of the way teaching and learning is organised and a shift in the relations between teachers and pupils. Co-operative learning is a well researched instructional strategy with a long history in the USA, Canada and Europe. Major benefits have been identified in relation to higher achievement and greater productivity, more positive relationships and greater psychological health, social competence and self-esteem. Interest in this approach to organising learning and teaching has begun to build in Scotland in recent years, with a number of local authorities interested in exploring its possibilities. The introduction of 'A Curriculum for Excellence' has provided a focus on innovative approaches to learning, enabling young people to develop their capacities as confident individuals, successful learners, responsible citizens and effective contributors to society. Equally important has been the introduction of high profile support for formative assessment practices, through the 'Assessment is for Learning' programme, which highlights the changing role of the teacher and her relationship with the children in her class. However, the transformation required to build a real learning community in the classroom is more than just a change in instructional strategies; for many teachers, it is a change of philosophy. This book explores that crucial personal dimension of putting policy into practice. Margaret Martin's study will appeal to student teachers, experienced teachers and teacher educators.