Download Free Teachers In Classrooms Book in PDF and EPUB Free Download. You can read online Teachers In Classrooms and write the review.

Bestselling author Dr. Marcia L. Tate delivers 12 brain-based principles for avoiding teacher burnout and increasing health and wellness for teachers. These research-backed strategies will help you thrive personally and professionally. Each chapter digs into the benefits of these self-care and stress management tips and offers suggestions for bringing the practice to life in your classroom. Avoid teacher burnout with these self-care tips for teachers and other educators: Understand the root causes and symptoms of educator and teacher stress, overwhelm, and burnout. Learn practical strategies proven to help you live better, live longer, and become a better teacher. Integrate wellness principles and coping strategies into your daily life so you feel rejuvenated and ready to serve others. Translate your wellness to the classroom, creating happy, ready-to-learn students. Maintain a lifestyle of happiness and health for long-term success. Contents: Introduction Chapter 1: Passion for Your Purpose Chapter 2: Laughter Chapter 3: Optimism Chapter 4: Games Chapter 5: Movement Chapter 6: Music Chapter 7: Calm Surroundings Chapter 8: Close Personal Relationships Chapter 9: Nutrition Chapter 10: Sleep Chapter 11: Spirituality Chapter 12: Purpose Epilogue References and Resources Index
Teaching is a lifelong challenge, but the first few years in the classroom are typically a teacher's hardest. This expanded collection of writings and reflections offers practical guidance on how to navigate the school system, form rewarding relationships with colleagues, and connect in meaningful ways with students and families from all cultures and backgrounds.
Different communities, speaking different languages, employ different naming systems to describe the events, actions, and interactions of the mathematics classroom. The International Classroom Lexicon Project documented the professional vocabulary available to middle-school mathematics teachers in Australia, Chile, China, the Czech Republic, Finland, France, Germany, Japan, Korea, and the United States. National teams of researchers and experienced teachers used a common set of classroom videos to stimulate recognition of familiar terms describing aspects of the mathematics classroom. This book details the existing professional vocabulary in each international community by which mathematics teachers conceptualise their practice, and explores the characteristics, structures, and distinctive features of each national lexicon. This book has the potential to enrich the professional vocabulary of mathematics teachers around the world by providing access to sophisticated classroom practices named by teachers in different countries. This one volume offers separate, individual lexicons developed from empirical research, the capacity to juxtapose such lexicons, and an unmatched opportunity to highlight the cultural, historical, and linguistic bases of teachers' professional language.
Transform Your School’s Substitute Teaching Experience Just like everything else, substitute teaching is about to undergo a big change. In Substantial Classrooms: Redesigning the Substitute Teaching Experience, authors Jill Vialet and Amanda von Moos usher in a new era of innovation in substitute teaching. Threaded with concrete and actionable ways to improve the experience of substitute teaching for administrators, students, and the teachers themselves, Substantial Classrooms is a leading voice for innovation and renewal in substitute teaching. Instead of viewing substitute teachers as a placeholder in an educator’s absence, this book encourages readers to view substitute teachers as vital resources that diversify the typical classroom learning experience. While other books look only at making a bad situation bearable, this book re-examines substitute teaching with an eye towards reinventing it as a unique and valuable part of students’ educational experience. Key themes of Substantial Classrooms include: How substitute teaching works today Applying human-centered design to create change in legacy systems like substitute teaching Concrete and inspiring examples of different models for substitute teaching, for example, reimagining it as paid fieldwork for aspiring teachers. In addition to these key themes, every chapter includes stories and techniques from dynamic and innovative educational practitioners. This must-have guide to substitute teaching can improve schools everywhere and revolutionize the way educators, school and district leaders, colleges, and community partners view the experience of substitute teaching as a lever to positively impact schools.
Engaging Teachers in Classroom Walkthroughs is a practical guide to planning and implementing brief but focused classroom observations that involves teachers in every step of the process. Drawing from their study of 40 schools in the United States and Canada, the authors show how administrators and teacher leaders moved teachers from resisting to embracing the practice. Readers will learn how to Foster a school culture that supports walkthroughs. Implement the components of successful walkthroughs, such as focus and "look-fors," data collection methods, and meaningful follow-up strategies. Get all teachers involved and actively participating. * Evaluate the walkthrough process and measure its effectiveness. Use walkthroughs to support professional development related to the Common Core State Standards. This book demonstrates that when teachers learn from one another in a cycle of continuous professional growth--through observation, shared inquiry, dialogue, and follow-up--they develop a sense of collegiality and a common mission. By opening their doors to their peers, they also contribute to broader school improvement efforts that positively affect teaching and learning throughout the school.
Co-published with TESOL Press There is a growing need for knowledge and practical ideas about the preparation of teachers for English language learners (ELLs), a growing segment of the K-12 population in the United States. This book is for teachers, administrators, and teacher educators looking for innovative ways to prepare teachers for ELLs and will position teachers to empower these students. This volume will appeal mostly to those preparing teachers in contexts that have not have historically had large numbers of ELLs, but have had a high rate of recent growth (e.g., Midwestern U.S.). This work is the combination of teacher preparation and ELL issues. This volume is unique in tackling pre-service and inservice teacher preparation. Additionally, the chapters collectively aim to go beyond merely equipping teachers to meet the needs of ELLs, but to reach a level of effectiveness with the outcome of equity. The book highlights the knowledge, skills, and beliefs of teachers about ELLs. Part I addresses teacher perceptions of, and beliefs about, ELLs and teacher preparation specifically addressing what they should know in terms of students’ perspectives. Chapters attend to the experiences and beliefs of immigrant teachers about their roles, the role of service learning in teacher preparation, and the potential of understanding home literacy practices to change teacher beliefs about ELLs. Part II focuses on skills necessary to teach ELLs—writing skills teachers can draw on to inform their teaching practices, technological skills teachers need to develop, and skills related to focusing on the Common Core State Standards for English language arts and mathematics. Each chapter explicitly addresses implications for teacher education or professional development.
A 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.
Encourages reflection and self-examination, calls for understanding of how students can achieve and be expected to perform at their best. It demonstrates what is involved in terms of recognizing often-unconscious biases, confronting institutional racism where it occurs, surmounting stereotyping, adopting culturally relevant teaching, connecting with parents and the community, and integrating diversity in all activities. Gives examples of practice and insights that will engage teachers in practice or in service. From publisher description.
"Ruth Charney gives teachers help on things that really matter. She wants children to learn how to care for themselves, their fellow students, their environment, and their work. Her book is loaded with practical wisdom. Using Charney's positive approach to classroom management will make the whole school day go better." - Nel Noddings, Professor Emeritus, Stanford University, and author of Caring This definitive work about classroom management will show teachers how to turn their vision of respectful, friendly, academically rigorous classrooms into reality. The new edition includes: More information on teaching middle-school students Additional strategies for helping children with challenging behavior Updated stories and examples from real classrooms. "Teaching Children to Care offers educators a practical guide to one of the most effective social and emotional learning programs I know of. The Responsive Classroom approach creates an ideal environment for learning—a pioneering program every teacher should know about." - Daniel Goleman, Author of Emotional Intelligence "I spent one whole summer reading Teaching Children to Care. It was like a rebirth for me. This book helped direct my professional development. After reading it, I had a path to follow. I now look forward to rereading this book each August to refresh and reinforce my ability to effectively manage a social curriculum in my classroom." - Gail Zimmerman, second-grade teacher, Jackson Mann Elementary School, Boston, MA
While most educators believe working in teams is valuable, not all team efforts lead to instructional improvement. Through richly detailed case studies The Power of Teacher Teams demonstrates how schools can transform their teams into more effective learning communities that foster teacher leadership. The benefits of successful teacher teams include: improved performance for both teachers and students; meaningful professional development; group adoption of a new curriculum; shared insights into student work; better classroom management; support for new teachers; new roles for teacher leaders; and opportuniteis for mentor support.School leaders will find guidelines, methods, and concrete steps for building and sustaining effective teacher teams. Also included is a DVD with video case studies and one CD with reproducibles. The most important reason for building teacher teams is to enhance student learning through improved instruction, and that story is at the heart of this book.