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Teaching in the Primary School: A Learning Relationship
by Neil Kitson Roger MerryIt is now widely recognized that learners are more successful when they are active participants in the learning relationship. This book offers a general introduction to primary education and child development, using the learning relationship between teachers and children as its focus. Divided into two parts, the first looks at the child's contribution to the learning relationship, and the second examines that of the teacher.
Teaching of Drama in the Primary School, The (Effective Teacher, The)
by Brian George WoollandThe importance of drama in primary school has been elevated in recent years, with many teachers continuing to make it high priority in their teaching. They recognise that it can enrich children's understanding of the world and motivate and encourage them in other curriculum work. This lively and readable book offers a blend of theory and practice based on the author's own considerable experience as a drama teacher. He provides numerous examples taken from work with children in schools, which will help teachers to prepare for drama sessions in the classroom. The book examines the role of drama as a subject in its own right as well as its role in delivering other aspects of the curriculum within primary education. It assumes no prior knowledge of teaching drama and will therefore be useful to trainee teachers and in-service teachers wanting to make use of drama in their daily teaching.
Teaching of Rights and Justice in the Law School: Challenges and Opportunities for Research Led Teaching (Routledge Studies in Law, Rights and Justice)
by Stephen Hurley and Chris MonaghanThis book examines the challenges of bringing cutting-edge research in often controversial areas into the law syllabus and explores how academics can effectively adopt a holistic approach to research and pedagogy when teaching rights and justice. The collection brings together experts from all areas of legal scholarship to discuss how they fuse often controversial aspects of rights and justice into their teaching in a way that responds to and is ultimately led by academic research. As such, it advances legal education through the opportunity to explore the interplay between rights and justice and how scholars both ensure that their teaching is research-led, whilst responding to the needs and views of students and issues such as generational differences in viewpoints on controversial issues. This topical volume will appeal to academics and researchers interested in academic freedom, the challenges of research-led teaching and the pedagogy around the teaching of rights and justice.
Teaching on Solid Ground: Knowledge Foundations for the Teacher of English
by Thomas M. McCann John V. Knapp Carol D. LeeTo be successful, teachers of English in grades 6–12 need more than basic content knowledge and classroom management skills. They need a deep understanding of the goals and principles of teaching literature, writing, oral discourse, and language in order to make sound instructional decisions. This engaging book explores the pedagogical foundations of the discipline and gives novice and future teachers specific guidance for creating effective, interesting learning experiences. The authors consider such questions as what makes a literary text worth studying, what students gain from literary analysis, how to make writing meaningful, and how to weave listening and speaking into every class meeting. Professional learning and course use are facilitated by end-of-chapter reflection questions, text boxes, and appendices showcasing exemplary learning activities.
Teaching on Target: Models, Strategies, and Methods That Work
by Dr Daniel C. ElliottThis easy-to-use guide introduces many proven models, strategies, examples, and methods to new generations of educators, emphasizing the essentials of good teaching.
Teaching on the Education Frontier: Instructional Strategies for Online and Blended Classrooms Grades 5-12
by Kristin KippA groundbreaking guide to facilitating online and blended courses This comprehensive resource offers teachers in grades K-12 a hands-on guide to the rapidly growing field of online and blended teaching. With clear examples and explanations, Kristin Kipp shows how to structure online and blended courses for student engagement, build relationships with online students, facilitate discussion boards, collaborate online, design online assessments, and much more. Shows how to create a successful online or blended classroom Illustrates the essential differences between face-to-face instruction and online teaching Foreword by Susan Patrick of the International Association for K-12 Online Learning This is an essential handbook for learning how to teach online and improve student achievement.
Teaching the 'Slow' Learner in the Primary School (Mary F. Cleugh on Teaching Children with Learning Differences)
by M. F. CleughThis book is a re-issue originally published in 1961. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication. Dr Cleugh was in charge of the course for teachers of so-called 'educationally sub-normal' children at the University of London Institute of Education. The three volumes of this work, which at the time took their place as complete and up-to-date guides to the subjects they cover, were written by practising teachers who had passed through the Institute’s course, and they cover every part of the curriculum from the point of view of the 'slow' learner. This volume focuses on the primary school.
Teaching the 'Slow' Learner in the Secondary School (Mary F. Cleugh on Teaching Children with Learning Differences)
by M. F. CleughThis book is a re-issue originally published in 1961. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication. Dr Cleugh was in charge of the course for teachers of so-called 'educationally sub-normal' children at the University of London Institute of Education. The three volumes of this work, which at the time took their place as complete and up-to-date guides to the subjects they cover, were written by practising teachers who had passed through the Institute’s course, and they cover every part of the curriculum from the point of view of the 'slow' learner. This volume focuses on the secondary school.
Teaching the 'Slow' Learner in the Special School (Mary F. Cleugh on Teaching Children with Learning Differences)
by M. F. CleughThis book is a re-issue originally published in 1961. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication. Dr Cleugh was in charge of the course for teachers of so-called 'educationally sub-normal' children at the University of London Institute of Education. This work, an up-to-date guide at the time, was written by practising teachers who had passed through the Institute’s course, and covers every part of the curriculum from the point of view of the 'slow' learner.
Teaching the 3 Cs: Activities That Build a Foundation for Success
by Patricia A. DischlerCultivate the 3 Cs in young learners to strengthen future academic achievement! Research shows that children with positive social skills, a creative nature, and a love of learning experience success in later school years. This resource shows how to promote school readiness by giving young students a desire to learn, teaching them how to learn, and nurturing empathy, emotional intelligence, and problem solving. The book provides: Abundant activities that are fun, easy to use, and developmentally appropriate Engaging sidebars highlighting teacher/student dialogue Methods for integrating the 3 Cs into the curriculum and meeting state standards Recommendations of related children’s books
Teaching the American Civil Rights Movement: Freedom's Bittersweet Song
by Julie Buckner Armstrong Houston Bryan Roberson Rhonda Y. Williams Susan Hult EdwardsThe past fifteen years have seen renewed interest in the civil rights movement. Television documentaries, films and books have brought the struggles into our homes and classrooms once again. New evidence in older criminal cases demands that the judicial system reconsider the accuracy of investigations and legal decisions. Racial profiling, affirmative action, voting districting, and school voucher programs keep civil rights on the front burner in the political arena. In light of this, there are very few resources for teaching the civil rights at the university level. This timely and invaluable book fills this gap. This book offers perspectives on presenting the movement in different classroom contexts; strategies to make the movement come alive for students; and issues highlighting topics that students will find appealing. Including sample syllabi and detailed descriptions from courses that prove effective, this work will be useful for all instructors, both college and upper level high school, for courses in history, education, race, sociology, literature and political science.
Teaching the Annotated Bibliography: A Resource for Instructors, Librarians, and Other Academic Professionals
by Luke Beatty Cynthia A. CochranThis book informs instructors and librarians about the history, aims, and pedagogical uses of the annotated bibliography. A companion to the authors' Writing the Annotated Bibliography, this text enables instructors to better understand the annotated bibliography not only as a tool for research and composition but also as a valuable pedagogical tool. It provides practical guidance along with assignments, lesson plans, assessment rubrics, and other tools for using annotated bibliographies in effective and nuanced ways. It also contains annotated bibliography samples in APA, MLA, and Chicago styles. This practical book is of great use to instructors of composition and research skills, librarians, curriculum designers, writing center directors, and education professionals.
Teaching the Annotated Bibliography: A Resource for Instructors, Librarians, and Other Academic Professionals
by Luke Beatty Cynthia A. CochranThis book informs instructors and librarians about the history, aims, and pedagogical uses of the annotated bibliography. A companion to the authors' Writing the Annotated Bibliography, this text enables instructors to better understand the annotated bibliography not only as a tool for research and composition but also as a valuable pedagogical tool. It provides practical guidance along with assignments, lesson plans, assessment rubrics, and other tools for using annotated bibliographies in effective and nuanced ways. It also contains annotated bibliography samples in APA, MLA, and Chicago styles. This practical book is of great use to instructors of composition and research skills, librarians, curriculum designers, writing center directors, and education professionals.
Teaching the Arab-Israeli Conflict
by Cary Nelson Peter C. Herman Alan Dowty P. R. Kumaraswamy Joel S. Migdal Liora R. Halperin Philip Metres Caitlin Carenen Jacob Lassner Shiri Goren Rachel S. Harris Ranen Omer-Sherman Amy Weiss Mira Sucharov Umut Uzer Janice W. Fernheimer Martin Shichtman Ashley Passmore Dr Donna R. Divine Adia Mendelson-Maoz Marcela Sulak Ellen W. Kaplan Beverly Bailis Marilyn R. Tayler Randall G. Rogan Oren Kroll-Zeldin Russell A. Berman Shayna Weiss Olga Gershenson Holli Levitsky Terri Susan Fine Husam Mohamad Menna Abukhadra Rachel Feldhay Brenner Jeffrey Bloodworth Ari Ariel Mya Guarnieri Jaradat Susan Jacobowitz Rolin G. Mainuddin Randy DeshazoThe Arab-Israeli conflict has become a touchstone of international politics and a flash point on college campuses. And yet, how do faculty teach such a contentious topic in class? Taught not only in international relations, peace and conflict resolution, politics and history, and Israel and Middle Eastern studies courses but also in literature, sociology, urban planning, law, cinema, fine art, and business—the subject guarantees wide interest among students. Faculty are challenged to deal with the subject’s complexity and the sensitive dynamics it creates. The result is anxiety as they approach the task and a need for guidance. Teaching the Arab-Israeli Conflict edited by Rachel S. Harris is the first book designed to meet this need. Teaching the Arab-Israeli Conflict brings together thirty-nine essays from experienced educators who reflect on the challenges of engaging students in college classrooms. Divided into seven sections, these personal essays cover a broad range of institutional and geographical settings, as well as a wide number of academic disciplines. Some of the topics include using graphic novels and memoirs to wrestle with the complexities of Israel/Palestine, the perils of misreading in the creative writing classroom as border crossing, teaching competing narratives through film, using food to teach the Arab-Israeli conflict, and teaching the subject in the community college classroom. Each essay includes suggestions for class activities, resources, and approaches to effective teaching. Whether planning a new course or searching for new teaching ideas, this collection is an indispensable compendium for anyone teaching the Arab-Israeli conflict.
Teaching the Art of Poetry: The Moves
by Baron Wormser A. David CappellaConcise and accessible, this guide to teaching the art of poetry from Shakespeare to contemporary poets enables anyone to learn about how poets approach their art. Teachers can use this book to explore any facet or era of poetry. Any reader can use it as an entryway into the art of poetry. Teaching the Art of Poetry shows poetry as a multi-faceted artistic process rather than a mystery on a pedestal. It demystifies the art of poetry by providing specific historical, social, and aesthetic contexts for each element of the art. It is a nuts-and-bolts approach that encourages teachers and students to work with poetry as a studio art--something to be explored, challenged, assembled and reassembled, imagined, and studied--all the things that an artist does to present poetry as a search for meaning. This book advocates poetry as an essential tool for aesthetic, cultural, and linguistic literacy. It portrays poetry as an art rather than a knowledge base, and methods for integrating the art of poetry into the school curriculum. The authors' intention is not to fill gaps; it is to change how poetry is presented in the classroom, to change how it is taught and how students think about it. Teaching the Art of Poetry: * Emphasizes hands-on experiences. Over 160 exercises focus attention on the dynamics of the art of poetry. Activities include group work, peer editing, critical thinking skills, revising drafts, focused reading, oral communication, listening skills, and vocabulary, as well as mechanics and usage. * Features a week-long lesson plan in each chapter to aid the teacher. These relate the main aspects of each chapter to classroom activities and, in addition, include a "Beyond the Week" section to promote further investigation of the topic. * Promotes an integrated approach to poetry. The examples used in each chapter show poetry as a living tradition. * Makes extensive use of complete poems along with extracts from many others. * Does not talk down to teachers--is teacher oriented and jargon free.
Teaching the Arts
by William Baker Amy Hamilton David RoyTeaching the Arts: Early Childhood and Primary Education provides a comprehensive and exciting introduction to Arts education in Australia and New Zealand. By illustrating the fundamental links between theory and practice, this book equips students with the skills and knowledge to teach the Arts. The book covers each of the five Arts strands -dance, drama, media arts, music and visual arts - in detail. Each chapter encourages readers to engage with the Arts and provides opportunities to develop understanding and practical skills through reflective questions, examples and activities. Teaching the Arts draws important links to the Australian Curriculum, the New Zealand Curriculum, the Early Years Learning Framework and TeWhariki, and includes substantial references to Indigenous histories and cultures, relationships with Asia, and sustainability. Generously illustrated and featuring excellent on-line resources, Teaching the Arts is an indispensable resource for pre-service teachers.
Teaching the Arts
by William Baker David Roy William Baker Amy Hamilton David RoyTeaching the Arts: Early Childhood and Primary Education provides a comprehensive and exciting introduction to Arts education in Australia and New Zealand. By illustrating the fundamental links between theory and practice, this book equips students with the skills and knowledge to teach the Arts. The book covers each of the five Arts strands -dance, drama, media arts, music and visual arts - in detail. Each chapter encourages readers to engage with the Arts and provides opportunities to develop understanding and practical skills through reflective questions, examples and activities. Teaching the Arts draws important links to the Australian Curriculum, the New Zealand Curriculum, the Early Years Learning Framework and TeWhariki, and includes substantial references to Indigenous histories and cultures, relationships with Asia, and sustainability. Generously illustrated and featuring excellent on-line resources, Teaching the Arts is an indispensable resource for pre-service teachers.
Teaching the Arts in the Primary Curriculum (Exploring the Primary Curriculum)
by Suzy Tutchell Susan OgierLearning in the arts does not fit in with simple, conventional methodologies for teaching and assessing in the traditional sense, but it has an immense power to transform children’s understanding of the world around them, and their lives. Many jobs, currently and of the future, will demand the skills that learning in the arts will develop. This book brings Arts Education sharply into focus as a meaningful, learning experience for children of pre-school and primary age (3-11 years). It reinforces the potential for the wide range of physical, mental and emotional development, through learning opportunities that engagement in arts practice facilitates. Provides insight into how teachers can support children to consider contemporary challenges that face their generation. Includes expert voices from the world of education to demonstrate an expansive, and perhaps surprising, view of where and how the Arts can be found. Shows how we can bring the arts so easily into our curriculum, and into our classrooms.
Teaching the Arts in the Primary Curriculum (Exploring the Primary Curriculum)
by Suzy Tutchell Susan OgierLearning in the arts does not fit in with simple, conventional methodologies for teaching and assessing in the traditional sense, but it has an immense power to transform children’s understanding of the world around them, and their lives. Many jobs, currently and of the future, will demand the skills that learning in the arts will develop. This book brings Arts Education sharply into focus as a meaningful, learning experience for children of pre-school and primary age (3-11 years). It reinforces the potential for the wide range of physical, mental and emotional development, through learning opportunities that engagement in arts practice facilitates. Provides insight into how teachers can support children to consider contemporary challenges that face their generation. Includes expert voices from the world of education to demonstrate an expansive, and perhaps surprising, view of where and how the Arts can be found. Shows how we can bring the arts so easily into our curriculum, and into our classrooms.
Teaching the Arts to Engage English Language Learners
by Margaret Macintyre Latta Elaine ChanWritten for prospective and practicing visual arts, music, drama, and dance educators, Teaching the Arts to Engage English Language Learners offers guidance for engaging ELLs, alongside all learners, through artistic thinking. By paying equal attention to visual art, music, drama, and dance education, this book articulates how arts classrooms can create rich and supportive contexts for ELLs to grow socially, academically, and personally. The making and relating, perceiving and responding, and connecting and understanding processes of artistic thinking, create the terrain for rich curricular experiences. These processes also create the much-needed spaces for ELLs to gain communicative practice, skill, and confidence. Special features include generative texts such as films, poems, and performances that function as springboards for arts educators to adapt according to the needs of their classroom; teaching tips, formative assessment practices, and related instructional tables and resources; an annotated list of internet sites, reader-friendly research articles, and instructional materials; and a glossary for readers’ reference.
Teaching the Bible in the Church
by Karen B. Tye John M. BrackeThis interdisciplinary conversation combines educational theory with Bible scholarship to help teachers of the Bible move beyond conveying information to revealing the transformative power of the scripture.
Teaching the Chinese Language Remotely: Global Cases and Perspectives
by Shijuan LiuThis edited book brings together global perspectives and case studies from five continents to provide an international picture of teaching Chinese remotely. It consists of 15 original chapters by 21 authors from 10 countries. Addressing both practice and research, these chapters collectively offer a comprehensive view of how Chinese language courses worldwide were urgently moved to fully online during the early stages of the Covid-19 pandemic.This edited volume reports fresh and first-hand experiences of Chinese language instructors and students in different countries as well as their perceptions of issues regarding remote teaching and learning in an emergency situation.The book will be of interest to Chinese language teachers and students, as well as scholars with a focus on language education and online teaching and learning more broadly.
Teaching the Common Core Literature Standards in Grades 2-5: Strategies, Mentor Texts, and Units of Study
by Lisa MorrisShifting your literature instruction to meet the Common Core can be tricky. The standards are specific about how students should analyze characters, themes, point of view, and more. In this new book, Lisa Morris makes it easy by taking you through the standards and offering tons of practical strategies, tools, and mentor texts for grades 2-5. She shows you how to combine the standards into effective units of study so that you can teach with depth rather than worry about coverage. Topics covered include: Teaching questioning, inferring, and author’s purpose; Guiding readers to look at themes and write summaries; Showing students how to recognize structural elements of literature; Teaching the craft of writing and vocabulary development; and Helping students analyse characters and character development. Throughout this highly practical book, you’ll find a variety of charts and other graphic organizers that can be easily adapted for classroom use. A list of suggested mentor texts is also available as a free eResource from our website, www.routledge.com/books/details/9781138856172.
Teaching the Common Core Math Standards with Hands-On Activities, Grades 3-5
by Gary Robert Muschla Judith A. Muschla Erin Muschla-BerryHelping teachers prepare elementary students to master the common core math standards With the common core math curriculum being adopted by forty-three states, it is imperative that students learn to master those key math standards. Teaching the Common Core Math Standards with Hands-On Activities, Grades 3-5 is the only book currently available that provides activities directly correlated to the new core curriculum for math. This text assists teachers with instructing the material and allows students to practice the concepts through use of the grade-appropriate activities included. Students learn in different ways, and Teaching the Common Core Math Standards with Hands-On Activities, Grades 3-5 acknowledges that fact through the inclusion of suggestions for variations and extensions of each concept to be used for students with different abilities and learning styles. The activities and lessons are as diverse as the students in your classroom. Inside Teaching with Common Core Math Standards With Hands-On Activities Grades 3-5, you will find: Clear instructions to help you cover the skills and concepts for the new math core curriculum Engaging activities that enforce each core math standard for your students Various suggestions for ways to instruct the concepts to reach the diverse learning styles of your students Complete coverage of mathematical calculations, mathematical reasoning, and problem-solving strategies appropriate for grades 3-5 Teaching the Common Core Math Standards with Hands-On Activities, Grades 3-5 prepares students to achieve success in the important area of mathematics. As your students gain an understanding of the common core standards, they will build confidence in their ability to grasp and manipulate mathematical concepts as they move forward to the next level.
Teaching the Common Core Math Standards with Hands-On Activities, Grades 6-8
by Gary Robert Muschla Erin Muschla Judith A. MuschlaHelpful advice for teaching Common Core Math Standards to middle-school studentsThe new Common Core State Standards for Mathematics have been formulated to provide students with instruction that will help them acquire a thorough knowledge of math at their grade level, which will in turn enable them to move on to higher mathematics with competence and confidence. Hands-on Activities for Teaching the Common Core Math Standards is designed to help teachers instruct their students so that they will better understand and apply the skills outlined in the Standards. This important resource also gives teachers a wealth of tools and activities that can encourage students to think critically, use mathematical reasoning, and employ various problem-solving strategies.Filled with activities that will help students gain an understanding of math concepts and skills correlated to the Common Core State Math Standards Offers guidance for helping students apply their understanding of math concepts and skills, develop proficiency in calculations, and learn to think abstractlyDescribes ways to get students to collaborate with other students, utilize technology, communicate ideas about math both orally and in writing, and gain an appreciation of the significance of mathematics to real lifeThis practical and easy-to-use resource will help teachers give students the foundation they need for success in higher mathematics.