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Teaching the Works of Eudora Welty: Twenty-First-Century Approaches
by Mae Miller Claxton and Julia EichelbergerContributions by Jacob Agner, Sharon Deykin Baris, Carolyn J. Brown, Lee Anne Bryan, Keith Cartwright, Stuart Christie, Mae Miller Claxton, Virginia Ottley Craighill, David A. Davis, Susan V. Donaldson, Julia Eichelberger, Kevin Eyster, Dolores Flores-Silva, Sarah Gilbreath Ford, Stephen M. Fuller, Dawn Gilchrist, Rebecca L. Harrison, Casey Kayser, Michael Kreyling, Ebony Lumumba, Suzanne Marrs, Pearl Amelia McHaney, David McWhirter, Laura Sloan Patterson, Harriet Pollack, Gary Richards, Christin Marie Taylor, Annette Trefzer, Alec Valentine, Adrienne Akins Warfield, Keri Watson, and Amy WeldonToo often Eudora Welty is known to the general public as Miss Welty, a "perfect lady" who wrote affectionate portraits of her home region. Yet recent scholarship has amply demonstrated a richer complexity. Welty was an innovative artist with cosmopolitan sensibilities and progressive politics, a woman who maintained close friendships with artists and intellectuals throughout the world, a writer as unafraid to experiment as she was to level her pen at the worst human foibles.The essays collected in Teaching the Works of Eudora Welty seek to move Welty beyond a discussion of region and reflect new scholarship that remaps her work onto a larger canvas. The book offers ways to help twenty-first-century readers navigate Welty's challenging and intricate narratives. It provides answers to questions many teachers will have: Why should I study a writer who documents white privilege? Why should I give this "regional" writer space on an already crowded syllabus? Why should I teach Welty if I do not study the South? How can I help my students make sense of her modernist narratives? How can Welty's texts help me teach my students about literary theory, about gender and disability, about cultures and societies with which my students are unfamiliar?
Teaching the World's Teachers
by Lauren Lefty; James W. FraserExamining teacher education in an international context, this book captures the diversity of the world's educators.Many countries confront surprisingly similar challenges in preparing K–12 educators for success, while national contexts also make for surprising differences. In Teaching the World's Teachers, education historians Lauren Lefty and James W. Fraser and their contributors make a convincing case for approaching these shared challenges from a more global and historically minded perspective. Written by education scholars from eleven different countries—Argentina, Brazil, Catalonia-Spain, China, England, Finland, Ghana, Israel, Singapore, South Africa, and the United States—this book provides histories of teacher education reforms between roughly 1980 and 2020. The authors show how international trends that emerged during this period collided with national and regional contexts to produce unique teacher education systems in different nations. While in some countries the embrace of markets and competition led to a deregulation of the teacher preparation field, in others teaching became a highly regulated and centralized affair. At the same time, ideas and structural models cross borders and education leaders borrow from each other while reshaping plans in each place.Opening with a broad historical overview of global teacher education models beginning in the late eighteenth century, Teaching the World's Teachers argues that the field has long been characterized by cross-border connections—but shaped by geopolitical hierarchies of power. In an era when teacher quality is widely recognized as one of the most important factors in a child's education, this volume encourages dialogue among teacher educators and policymakers around the world. By understanding the context and contingency of where we have been, the authors hope that readers will walk away with a more empowered sense of where we are headed in the all-important task of teaching the world's teachers.Contributors: Kwame Akyeampong, Richard Andrews, Azeem Badroodien, Maria Inês G. F. Marcondes de Souza, Gustavo E. Fischman, James W. Fraser, Guangwei Hu, Arie Kizel, Jari Lavonen, Lauren Lefty, Wei Liao, Jason Loh, Silvana Mesquita, Hannele Niemi, Lily Orland-Barak, Paula Razquin, Carol Anne Spreen, Eduard Vallory, Yisu Zhou
Teaching the iStudent: A Quick Guide to Using Mobile Devices and Social Media in the K-12 Classroom (Corwin Connected Educators Series)
by Mark D. BarnesMeet digital natives on their own turf! Our students are already accustomed to constantly-evolving mobile technology and they crave more than what plain paper and pencil can provide. Veteran teacher, renowned author, and tech expert Mark Barnes shows educators how to use mobile devices and social media to create a win-win for teaching and learning. This inspiring resource describes how to: Mentor students in responsible use of technology Build students’ aptitudes for critical thought and content curation Encourage collaboration beyond the classroom walls Easily learn and introduce new technology Including real-life teaching examples and exciting K-12 lesson ideas, along with a teacher-friendly technology glossary.
Teaching the iStudent: A Quick Guide to Using Mobile Devices and Social Media in the K-12 Classroom (Corwin Connected Educators Series)
by Mark D. BarnesMeet digital natives on their own turf! Our students are already accustomed to constantly-evolving mobile technology and they crave more than what plain paper and pencil can provide. Veteran teacher, renowned author, and tech expert Mark Barnes shows educators how to use mobile devices and social media to create a win-win for teaching and learning. This inspiring resource describes how to: Mentor students in responsible use of technology Build students’ aptitudes for critical thought and content curation Encourage collaboration beyond the classroom walls Easily learn and introduce new technology Including real-life teaching examples and exciting K-12 lesson ideas, along with a teacher-friendly technology glossary.
Teaching to Capture and Inspire All Learners: Bringing Your Best Stuff Every Day!
by Stephen G. PetersMotivate educators in a collaborative endeavor to bring about real change in schools and classrooms! This resource provides practical guidelines for influencing school culture to inspire higher student performance levels based on understanding today's learners. The book provides strategies and tested techniques that have transformed struggling schools into national and state blue-ribbon winners. The author eloquently illustrates the immediate need for improvement in our schools and examines: The expanded roles for educators leading change initiatives The reasons why many students do not perform well Practical, specific tips for turning a vision for change into a school's reality
Teaching to Change Lives: Seven Proven Ways to Make Your Teaching Come Alive (Flet Ser.)
by Howard G. HendricksThis insightful book conveys the author's passion for communication and gets to the heart of how to do it. Discover the thrill of applying the seven proven concepts - and seeing the results! Also contains sample lesson plans. A great tool for your PDA or Desktop
Teaching to Change the World
by Jeannie Oakes Martin Lipton Jamy Stillman Lauren Anderson<P>Teaching to Change the World is an up-to-the-moment, engaging, social justice-oriented introduction to education and teaching, and the challenges and opportunities they present. <P>Both foundational and practical, the chapters are organized around conventional topics but in a way that consistently integrates a coherent story that explains why schools are as they are. <P>Taking the position that a hopeful, democratic future depends on ensuring that all students learn, the text pays particular attention to inequalities associated with race, social class, language, gender, and other social categories and explores teachers’ role in addressing them. <P>This thoroughly revised fifth edition remains a vital introduction to the profession for a new generation of teachers who seek to become purposeful, knowledgeable practitioners in our ever-changing educational landscape—for those teachers who see the potential for education to change the world. <P>Features and Updates of the New Edition: <br>• Fully updated Chapter 1, "The U.S. Schooling Dilemma," reflects our current state of education after the 2016 U.S. presidential election. <br>• First-person observations from teachers, including first-year teachers, continue to offer vivid, authentic pictures of what teaching to change the world means and involves. <br>• Additional coverage of the ongoing effects of Common Core highlights the heated public discourse around teaching and teachers, and charter schools. <br>• Attention to diversity and inclusion is treated as integral to all chapters, woven throughout rather than tacked on as separate units. <br>• "Digging Deeper" resources on the new companion website include concrete resources that current and future teachers can use in their classrooms. <br>• "Tools for Critique" provides instructors and students questions, prompts, and activities aimed at encouraging classroom discussion and particularly engaging those students least familiar with the central tenets of social justice education.
Teaching to Close the Achievement Gap for Students of Color: Understanding the Impact of Factors Outside the Classroom (Routledge Research in Educational Equality and Diversity)
by Richard Majors Theodore S. RansawThis volume highlights approaches to closing the achievement gap for students of color across K-12 and post-secondary schooling. It uniquely examines factors outside the classroom to consider how these influence student identity and academic performance. Teaching to Close the Achievement Gap for Students of Color offers wide-ranging chapters that explore non-curricular issues including trauma, family background, restorative justice, refugee experiences, and sport as determinants of student and teacher experiences in the classroom. Through rigorous empirical and theoretical engagement, chapters identify culturally responsive strategies for supporting students as they navigate formal and informal educational opportunities and overcome intersectional barriers to success. In particular, chapters highlight how these approaches can be nurtured through teacher education, effective educational leadership, and engagement across the wider community. This insightful collection will be of interest to researchers, scholars, and post-graduate students in the fields of teacher education, sociology of education, and educational leadership.
Teaching to Every Kid's Potential: Simple Neuroscience Lessons To Liberate Learners
by Layne Kalbfleisch MED, PhD“Teachers hold the potential to provide a student with frustration or opportunity every day—and those states are closer together than you might think.” When students repeatedly lose track of directions or take a long time to solve problems, it’s easy for teachers to see the distracted or off-task behavior, but not always to see the root of the problem. Quite often the same child who has an underdeveloped skill may have an opposing but hidden strength: a slow processor of information may also be a deep thinker. Teaching to Every Kid’s Potential is an invitation to teachers to improve the learning in their classrooms, one student at a time, using practical, evidence-based strategies. Focusing on four big concepts from neuroscience—flexibility, readiness, connection, and masking—the author shows how to apply them to build on the strengths of students. Each chapter unpacks the science; shows how talents can compensate for neural processing issues and suggests small but powerful adjustments to classroom practice that can allow kids’ gifts to emerge.
Teaching to Exceed in the English Language Arts: A Justice, Inquiry, and Action Approach for 6-12 Classrooms
by Richard Beach Amanda Haertling Thein Allen Webb Ashley S. BoydTimely, thoughtful, and comprehensive, this text directly supports pre-service and in-service teachers in developing curriculum and instruction that both addresses and exceeds the requirements of English language arts standards. It demonstrates how the Common Core State Standards as well as other local and national standards’ highest and best intentions for student success can be implemented from a critical, culturally relevant perspective firmly grounded in current literacy learning theory and research. The third edition frames ELA instruction around adopting a justice, inquiry, and action approach that supports students in their schools and community contexts. Offering new ways to respond to current issues and events, the text provides specific examples of teachers employing the justice, inquiry, and action curriculum framework to promote critical engagement and learning. Chapters cover common problems and challenges, alternative models, and theories of language arts teaching. The framework, knowledge, and guidance in this book shows how ELA standards can not only be addressed but also surpassed through engaging instruction to foster truly diverse and inclusive classrooms. The third edition provides new material on: adopting a justice, inquiry, and action approach to enhance student engagement and critical thinking planning instruction to effectively implement standards in the classroom teaching literary and informational texts, with a focus on authors of color integrating drama activities into literature teaching informational, explanatory, argumentative, and narrative writing supporting bilingual/ELL students using digital tools and apps to respond to and create digital texts addressing how larger contextual and political factors shape instruction fostering preservice teacher development
Teaching to Exceed the English Language Arts Common Core State Standards: A Critical Inquiry Approach for 6-12 Classrooms
by Richard Beach Amanda Haertling Thein Allen WebbTimely, thoughtful, and comprehensive, this text directly supports pre-service and in-service teachers in developing curriculum and instruction that both addresses and exceeds the requirements of the Common Core State Standards. Adopting a critical inquiry approach, it demonstrates how the Standards' highest and best intentions for student success can be implemented from a critical, culturally relevant perspective firmly grounded in current literacy learning theory and research. It provides specific examples of teachers using the critical inquiry curriculum framework of identifying problems and issues, adopting alternative perspectives, and entertaining change in their classrooms to illustrate how the Standards can not only be addressed but also surpassed through engaging instruction. The Second Edition provides new material on adopting a critical inquiry approach to enhance student engagement and critical thinking planning instruction to effectively implement the CCSS in the classroom fostering critical response to literary and informational texts using YA literature and literature by authors of color integrating drama activities into literature and speaking/listening instruction teaching informational, explanatory, argumentative, and narrative writing working with ELL students to address the language Standards using digital tools and apps to respond to and create digital texts employing formative assessment to provide supportive feedback preparing students for the PARCC and Smarter Balanced assessments using the book's wiki site http://englishccss.pbworks.com for further resources
Teaching to Learn, Learning to Teach: A Handbook for Secondary School Teachers
by Alan J. SingerTeaching to Learn, Learning to Teach uniquely addresses three problems that frequently concern pre-service and beginning teachers: classroom control, satisfying state and federal mandates, and figuring out exactly what is the role of the teacher. Integrating practical, theoretical, and critical teaching considerations, it presents a model student-centered approach for designing lessons, developing personal connections with students, and building classroom communities: PRO/CLASS Practices (Planning, Relationships, Organization, Community, Leadership, Assessment, Support, Struggle). Pre-service teachers are encouraged to reinterpret the principles and continually redefine them as they develop their own reflective practice. Changes in the Second Edition • Updates throughout with attention to the Common Core State Standards, high stakes testing, the possibilities and limitations of technology use in the classroom, and preparing for the job market\ • Fully revised chapter on literacy • New interviews with teachers • Companion Website: Supplemental planning, teaching, and assessment materials; 32 extended essays including a number of the author’s widely read Huffington Post columns; interviews with beginning and veteran teachers; Ideas for Your Professional Portfolio, Resume, and Cover Letter; Recommended Websites for Teachers
Teaching to Live: Black Religion, Activist-Educators, and Radical Social Change
by Almeda M. WrightTeaching to Live: Black Religion, Activist-Educators, and Radical Social Change interrogates the stories of African American activist-educators whose faith convictions inspired them to educate in radical and transformative ways. Many of these educators are known only or primarily for their educational theory or activism, and their religious convictions have often been obscured or outright ignored. Almeda M. Wright seeks to rectify this omission, exploring the connections between religion, education, and struggles for freedom within twentieth-century African American communities by telling the stories of key African American teachers. Wright brings together the lives and work of three related subgroups of activist-educators: those who worked in public or secular education but were religiously inspired; radical scholars who transformed the ways that Black religion and Black religious life are studied and valued; and radical religious educators, or those educators who were involved more formally with the religious formation of Black people but who regarded this work of spiritual development as part of the struggle for freedom and liberation of all people. She begins with the reflections of Anna Julia Cooper, W. E. B. Du Bois, Ida B. Wells, and Nannie Helen Burroughs, who attempted to transform American society by expanding the involvement of African Americans as contributors to all aspects of American life, especially the religious, intellectual, and cultural spheres. Wright also examines the activist-educators at the center of the mid-twentieth-century Civil Rights Movement, such as the religious and lay leaders Septima Clark and James Lawson, and the cadre of student leaders and teachers they trained. Finally, she investigates how the models of religious activist-educators Olivia Pearl Stokes and Albert Cleage emerged in the last quarter of the twentieth century at the same time that questions about the centrality of Black Christianity in the African American community and Black activism began to take shape. The rich and complex narratives of these educators show how religion, education, and radical social change can intersect. This book invites readers to continue exploring how these concepts will evolve for future generations of activist-educators.
Teaching to Support Children's Artistic Independence: How Children's Creativity Can Inform Art Education
by George SzekelyThis engagingly written, research- and practice-based book defines how art teachers can build on students’ creative initiatives without depending on adult-imposed lesson plans and school requirements. In doing so, art educator and author George Szekely explores the role of the arts in developing children’s creativity and sense of purpose, and reminds readers that students in the art classroom are unique artists, designers, and innovators. Against the backdrop of a school culture that over-emphasizes compliance and standardization, Szekely recognizes the importance of the role of the art teacher in supporting the artistic independence and creative flare that occurs naturally in students of all ages in the classroom. Providing real-life examples of classrooms and schools that work towards championing child artists, this text arms teachers with the skills necessary to listen to their students and support them in presenting their ideas in class. Ultimately, Szekely challenges readers to focus the practice of art teaching on the student’s creative process, rather than the teacher’s presentation of art. Written for pre-service and in-service art educators, teacher educators, and researchers, Teaching to Support Children’s Creativity and Artistic Independence demonstrates that an openness to youthful and inquisitive visual expression inspires a more rewarding learning experience for both teacher and child artists that can support a life-long love of art.
Teaching to Transform Learning: Pedagogies for Inclusive, Responsive and Socially Just Education
by Deborah Price Deborah Green Deborah Dr Green Deborah Dr PriceTeaching to Transform Learning: Pedagogies for Inclusive, Responsive and Socially Just Education provides a foundational discussion of a range of teaching and learning strategies aiming to engage all learners by embracing their lived experiences, histories, contexts and identities. Section one outlines concepts that frame and underpin approaches to pedagogy that are inclusive of and engage all learners. These concepts include exploring Indigenous ways of knowing, being and doing; traversing identities in the school, self and system; and understanding culturally and religiously responsive pedagogies. Section two builds on these concepts and presents contemporary approaches to engage all learners, with a focus on visual art and body-based learning, nature-based approaches and learning outside of the classroom. Section three emphasises empowering strategies for skill development and futures thinking for all students, focusing on citizenship education, transdisciplinary inquiry and flipping constructivist pedagogies to better enable depth and breadth of student learning.
Teaching to Transform Urban Schools and Communities: Powerful Pedagogy in Practice
by Etta R. HollinsFor preservice candidates and novice teachers facing the challenges of feeling underprepared to teach in urban schools, this book offers a framework for conceptualizing, planning, and engaging in powerful teaching. Veteran teacher educator Etta Ruth Hollins builds on previous work to focus on transformative practices that emphasize the purpose and process of teaching. These practices are designed to improve academic performance, transform the social context in low-performing urban schools, and improve the quality of life in the local community. The learning experiences provided in this book guide readers through a sequence of experiences for learning about the local community that include an examination of history and demographics, community resources, local city and federal governance structures, and collaborating with other professionals. Focus Questions and a dedicated Application to Practice section in each chapter further guide learning and help make real-world connections. Designed to enable readers to bridge the gaps between theory and practice and the actual needs of urban students and their communities, this groundbreaking text helps prepare preservice candidates to make a successful transition and aids novice teachers in developing teaching practices that support academic excellence.
Teaching to Transgress: Education as the Practice of Freedom
by Bell HooksWidely admired as a leading black intellectual, hooks is also an inspired teacher. Here, she offers her ideas about teaching that fundamentally rethink democratic participation. These essays face squarely the problems of today's classrooms, including racism and sexism. Ms. hooks sees the gift of freedom--the freedom to think critically--as a teacher's most important goal.
Teaching to the Brain's Natural Learning Systems
by Barbara K. GivenJust as educators divide many subjects into parts, goals, and learning objectives, we can begin to understand the workings of the human brain by focusing on five learning systems: emotional, social, cognitive, physical, and reflective. In Teaching to the Brain's Natural Learning Systems, Barbara K.Given has investigated brain structures and functions of these five systems and applied findings from neurobiology to education without making leaps of judgment or unfounded claims. In this book, she translates neuroscience into an educational framework for lesson planning, teaching, and assessment. Educators can use details from each chapter to add to their repertoire of teaching strategies and instructional approaches. For example, understanding the five learning systems promotes effective, ongoing assessment of youngsters' basic human needs to belong, to know, to do, to reflect, and to be one's self. In addition, each chapter can help teachers' understand the roles they play (mentor/model, collaborator, facilitator, coach, and talent scout) and the personal/professional qualities they bring to the classroom (passion, vision, intention, action, and reflection). This is a practical book for educators based on current neurobiological insights into learning.
Teaching with Cases: A Practical Guide
by Espen Andersen Bill SchianoCase method teaching immerses students in realistic business situations-which include incomplete information, time constraints, and conflicting goals. The class discussion inherent in case teaching is well known for stimulating the development of students' critical thinking skills, yet instructors often need guidance on managing that class discussion to maximize learning. Teaching with Cases focuses on practical advice for instructors that can be easily implemented. It covers how to plan a course, how to teach it, and how to evaluate it. The book is organized by the three elements required for a great case-based course: 1) advance planning by the instructor, including implementation of a student contract; 2) how to make leading a vibrant case discussion easier and more systematic; and 3) planning for student evaluation after the course is complete. Teaching with Cases is ideal for anyone interested in case teaching, whether basing an entire course on cases, using cases as a supplement, or simply using discussion facilitation techniques. To learn more about the book, and to see resources available, visit teachingwithcases. hbsp. harvard. edu.
Teaching with Children's Literature: Theory to Practice
by Margaret Vaughn Dixie D. MasseyPerhaps no factor has a greater influence on children&’s literacy learning than exposure to engaging, authentic, culturally relevant texts. This concise practitioner resource and course text helps K–8 teachers make informed choices about using children's literature in their classrooms, from selecting high-quality texts to planning instruction and promoting independent reading. The authors present relevant theories (such as reader response and culturally responsive pedagogy) and show how to apply them in practice. Key topics include teaching narrative and expository texts, tapping into students' individual interests, and conducting text-based writing activities and discussions. Every chapter features case examples, reflection questions, and learning activities for teachers; appendices list exemplary children&’s literature.
Teaching with Classroom Response Systems: Creating Active Learning Environments
by Derek BruffThere is a need in the higher education arena for a book that responds to the need for using technology in a classroom of tech-savvy students. <P><P>This book is filled with illustrative examples of questions and teaching activities that use classroom response systems from a variety of disciplines (with a discipline index). The book also incorporates results from research on the effectiveness of the technology for teaching. Written for instructional designers and re-designers as well as faculty across disciplines. A must-read for anyone interested in interactive teaching and the use of clickers. This book draws on the experiences of countless instructors across a wide range of disciplines to provide both novice and experienced teachers with practical advice on how to make classes more fun and more effective."--Eric Mazur, Balkanski Professor of Physics and Applied Physics, Harvard University, and author, Peer Instruction: A User's Manual "Those who come to this book needing practical advice on using 'clickers' in the classroom will be richly rewarded: with case studies, a refreshing historical perspective, and much pedagogical ingenuity. Those who seek a deep, thoughtful examination of strategies for active learning will find that here as well--in abundance. Dr. Bruff achieves a marvelous synthesis of the pragmatic and the philosophical that will be useful far beyond the life span of any single technology." --Gardner Campbell, Director, Academy for Teaching and Learning, and Associate Professor of Literature, Media, and Learning, Honors College, Baylor University
Teaching with Comedy: A Guide For Using Humor in the Classroom
by Evan HoovlerEvan Hoovler uses his decades of comedy experience to engage students in the classroom—and now he&’s sharing all his secrets in Teaching With Comedy. Any teacher can become more effective and engaging by laughing along with these simple exercises. Instead of using &“look-at-me&” tactics to get students&’ attention, Hoovler wants to do the opposite—he uses humor to focus attention on the lesson (not the instructor) and guide a distracted class back on track. With anecdotes and explanations, Hoovler walks you through how to use certain jokes to keep students engaged and on task. You&’ll get prompts and ideas for exercises to use in your own classes, from an expert with decades of experience.Even those who aren&’t teachers will enjoy this seasoned educator&’s Dave Barry-esque takes on public schools, the history of teaching, educational philosophy, and what exactly makes a joke-telling teacher good versus unbearably corny. Teaching with Comedy is the perfect gift for any teacher or comedy fan seeking light-but-meaningful reading fare.
Teaching with Comics and Graphic Novels: Fun and Engaging Strategies to Improve Close Reading and Critical Thinking in Every Classroom
by Tim Smyth35th Annual Will Eisner Comic Industry Awards Nominee! This text will allow you to harness students’ love of comics and graphic novels while increasing critical thinking and engagement in the classroom. Author Tim Smyth offers a wide variety of lessons and ideas for using comics to teach close reading, working with textual evidence, literature adaptations, symbolism and culture, sequencing, essay writing, and more. He also models how to use comics to tackle tough topics and enhance social-emotional learning. Throughout the book, you’ll find a multitude of practical resources, including a variety of lesson plans—some quick and easy activities as well as more detailed ready-to-use unit plans. These thoughtful lessons meet the Common Core State Standards and are easy to adapt for any subject area or grade level to fit into your curriculum. Add this book to your professional library and you’ll have a new and exciting way of reaching and teaching your students!
Teaching with Comics: Empirical, Analytical, and Professional Experiences
by Robert Aman Lars WallnerThis edited collection analyses the use of comics in primary and secondary education. The editors and contributors draw together global research to examine how comics can be used for critical inquiry within schools, and how they can be used within specific disciplines. As comics are beginning to be recognised more widely as an important resource for teaching, with a huge breadth of topics and styles, this interdisciplinary book unites a variety of research to analyse how learning is 'done' with and through comics. The book will be of interest to educational practitioners and school teachers, as well as students and scholars of comic studies, education and social sciences more broadly.
Teaching with Confidence in Higher Education: Applying Strategies from the Performing Arts
by Richard BalePresenting higher education teaching as a performative, creative, and improvisational activity, Teaching with Confidence in Higher Education explores how skills and techniques from the performing arts can be used to increase the confidence and enhance the performance of teachers. Guiding readers to reflect on their own teaching practices, this helpful and innovative book proposes practical techniques that will improve higher education teachers’ abilities to lead and facilitate engaging and interactive learning sessions. Encouraging the creation of inclusive learning experiences, the book offers insights into how performative techniques can help place the student centre stage. Drawing on a variety of performing arts contexts, including acting, singing, stand-up comedy, and dance, as well as interviews with academics and performers, the book helps readers to: Critically analyse their own practice, identifying areas for improvement Manage their anxiety and ‘stage fright’ when it comes to teaching Become more aware of both their voice and body, establishing professional techniques to improve physical and vocal performance Learn to improvise in order to prepare for the unprepared Understand the concepts of active learning and inclusivity within the classroom. Raising awareness of good practice as well as potential areas for development, Teaching with Confidence in Higher Education is ideal for anyone new to teaching in higher education or looking to improve student engagement through the performance aspects of their teaching.