First Published in 2004. In the nineteenth century, teacher training institutions were called 'normal schools', because it was assumed that there was only one way to teach - the 'norm'. Today there is no single style of teaching endorsed by everyone. How teachers teach depends on factors like the age and ability of the children, their background and needs, the nature of the subject or topic being studied and the resources available. The authors draw on their considerable experience of teacher training and research into classrooms, to explore several dimensions of teaching. These include planning and preparation, direct instruction, the management of materials and of behaviour, conversation with children, monitoring, and evaluating learning. They show how teachers can improve their competence and meet their aspirations, both individually and with their colleagues. The book will be very useful to trainee and experienced teachers, heads, teacher trainers and inspectors.
First Published in 2004. In the nineteenth century, teacher training institutions were called 'normal schools', because it was assumed that there was only one way to teach - the 'norm'. Today there is no single style of teaching endorsed by everyone. How teachers teach depends on factors like the age and ability of the children, their background and needs, the nature of the subject or topic being studied and the resources available. The authors draw on their considerable experience of teacher training and research into classrooms, to explore several dimensions of teaching. These include planning and preparation, direct instruction, the management of materials and of behaviour, conversation with children, monitoring, and evaluating learning. They show how teachers can improve their competence and meet their aspirations, both individually and with their colleagues. The book will be very useful to trainee and experienced teachers, heads, teacher trainers and inspectors.
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