Relearning to Teach

Understanding the Principles of Great Teaching
1. Auflage 2019
ISBN: 978-1-138-21386-9
Verlag: Routledge

Buch, Englisch, 292 Seiten, Format (B × H): 174 mm x 246 mm, Gewicht: 528 g

Relearning to Teach challenges the seemingly complex teaching profession and the various initiatives, strategies and ideas that are regularly suggested. It explores how teaching methods are used without a clear understanding of why, which leads to ineffective teaching that is believed to work – but ultimately doesn’t. Cutting through the clutter of conventional teacher guidance, David Fawcett tackles myths head on, sharing the latest research and explaining how this will look translated to a classroom environment.

The book breaks down the complexities of teaching into manageable chunks and offers practical advice on how to take charge of your own CPD to become a more reflective and successful practitioner. Focusing on what’s most relevant and helpful to build effective teaching practice and self-improvement it raises key questions such as:

• Is lesson planning just a box ticking exercise?

• Why do students remember in lessons, but forget in tests?

• Is asking more questions beneficial?

• Is feedback actually worth it?

Relearning to Teach is a must read for all teachers looking to pinpoint the why of teaching methods and to gain an understanding of the reasons why various pedagogies are used within the classroom.

Zielgruppe

Professional and Professional Practice & Development

Autoren/Hrsg.

Fawcett, David

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie

Inhaltsverzeichnis

Foreword

Preface
Acknowledmgents

Introduction

Chapter 1: Isn’t lesson planning just a box ticking exercise?

Chapter 2: Why do they seem to remember in lessons, but then forget it in the test?

Chapter 3: Asking more questions is better. Isn’t it?

Chapter 4: For all the time and effort, is feedback actually worth it?

Chapter 5: Differentiation: Isn’t that just making 30 worksheets for my 30 students?

Chapter 6: Isn’t teaching English just for English teachers?

Chapter 7: Are we just doing data because we’ve been told to do data?

Getting a little better at getting a little better by Chris Moyse

References

Index

Über Autor(innen)

David Fawcett has been a teacher for over ten years in English secondary schools. He is also a speaker, trainer and organiser of multiple teaching conferences in the UK. His goal is to make teachers more aware of what might work in the classroom by bridging the gap between educational research and everyday practice.