TY  - BOOK
AU  - Capel,Susan Anne
AU  - Leask,Marilyn
AU  - Turner,Tony
TI  - Learning to teach in the secondary school: a companion to school experience 
T2  - Learning to teach subjects in the secondary school series
SN  - 0415518350
AV  - LB1737.A3 L43 2012
U1  - 373.1102 23
PY  - 2013///
CY  - Milton Park, Abingdon, Oxon
PB  - Routledge
KW  - High school teaching
KW  - Handbooks, manuals, etc
KW  - Classroom management
N1  - Includes bibliographical references and index; 1; Becoming A Teacher; 7 --; 1.1; What do teachers do?; Andrew Green; Green, Andrew, Marilyn Leask; Leask, Marilyn; 9 --; teachers as individuals --; your role as a teacher --; teacher language --; the work in the classroom -- the tip of the iceberg --; professional knowledge for teaching --; managing the learning environment -- a key part of your general pedagogic knowledge --; classroom rights and responsibilities --; 1.2; Student teachers' roles and responsibilities; Michael Allen; Allen, Michael, Rob Toplis; Toplis, Rob; 25 --; 9; preparing for school experience --; during school experience: work with other staff and pupils in school --; expectations, roles and responsibilities of school experience --; teachers as professionals --; a model of student teacher development --; beyond your ITE course --; 1.3; Managing your time, workload and stress; Susan Capel; Capel, Susan; 42 --; managing your time and workload --; preventing, managing and coping with stress --; 1.4; Using information and communications technology/digital technologies for professional purposes; Antony Stockford; Stockford, Antony; 55 --; the relevance of ICT for you and your pupils --; frameworks for auditing your knowledge and understanding --; ideas and examples for embedding ICT learning in your subject --; some core techniques when teaching using ICT in your subject --; planning to teach using ICT resources --; 2; Beginning to Teach; 81 --; 2.1; Reading classrooms: how to maximise learning from classroom observation; Ana Redondo; Redondo, Ana; 83 --; preparing to observe: some general points --; who should you be observing and why? --; what do classrooms look like? --; how lessons begin and end --; the structure of a lesson and transitions --; teacher talk and oral feedback --; pupil talk and interaction --; focus upon pupil learning --; observing pupil management and encouraging pupil behaviours that maximise learning --; observing assessment for learning --; how does the teacher use learning resources and aids during the lesson? --; subject content focused observation --; using video to support lesson observation --; collaborative teaching as a form of observation --; further enquiries and observations: some suggestions --; 2.2; Schemes of work, units of work and lesson planning; Sophy Bassett; Bassett, Sophy, Mark Bowler; Bowler, Mark, Angela Newton; Newton, Angela; 99 --; planning what to teach and how to teach it --; content of lessons --; teaching strategies --; schemes of work, units of work and lesson plans --; planning parts of a lesson --; 2.3; Taking responsibility for whole lessons; Marilyn Leask; Leask, Marilyn, Mike Watts; Watts, Mike; 112 --; routines for good class management --; your personal attributes --; lesson preparation --; avoiding common problems --; more general concerns --; 3; Classroom Interactions and Managing Pupils; 127 --; 3.1; Communicating with pupils; Paula Zwozdiak-Myers; Zwozdiak-Myers, Paula, Susan Capel; Capel, Susan; 129 --; verbal communication --; types of communication --; non-verbal communication --; presenting yourself effectively --; 3.2; Motivating pupils; Misia Gervis; Gervis, Misia, Susan Capel; Capel, Susan; 147 --; what is motivation? --; theories of motivation --; what motivates people? --; motivating individuals and the class as a whole --; 3.3; Managing classroom behaviour: adopting a positive approach; Philip Garner; Garner, Philip; 166 --; the current context: official advice and guidance --; what is unacceptable behaviour? --; scoping the causal factors --; key principles of a behaviour for learning approach --; getting the simple things right! --; rights, responsibilities, routines and rules --; consequences --; 3.4; Primary-secondary transitions; Divya Jindal-Snape; Jindal-Snape, Divya; 186 --; conceptualisation of educational transition and its impact on planning and preparation --; issues related to primary-secondary transitions --; understanding transitions through theoretical perspectives --; examples of planning and preparation for primary-secondary transition --; what seems to work for pupils? --; 4; Meeting Individual Differences; 199 --; 4.1; Pupil grouping, progression and differentiation; Alexandra Titchmarsh; Titchmarsh, Alexandra; 201 --; grouping pupils across the school --; progression and differentiation --; case studies of pupils --; 4.2; Adolescence, health and well-being; Margaret Jepson; Jepson, Margaret, Barbara Walsh; Walsh, Barbara; 219 --; about development and growth --; diet, health and well-being --; moving forward --; 4.3; Cognitive development; Judy Ireson; Ireson, Judy, Ralph Levinson; Levinson, Ralph; 234 --; differences between pupils --; developing cognitive abilities --; creative problem solving --; measuring cognitive development and intelligence tests --; 4.4; Responding to diversity; Stefanie Sullivan; Sullivan, Stefanie, Andrew Noyes; Noyes, Andrew; 254 --; a history of diversity --; equal opportunities and educational equity --; gender --; ethnicity --; class --; school policy and classroom practice --; responding to diversity in the classroom --; 4.5; Values education: discussion and deliberation; Ruth Heilbronn; Heilbronn, Ruth; 268 --; values education --; ethical deliberation through discussion --; 4.6; An introduction to inclusion, special educational needs and disability; Nick Peacey; Peacey, Nick; 285 --; definitions --; defining SEN and disability --; reports and legislation --; the SEN Code of Practice 2001: a little more detail --; the three-stage approach to meeting needs --; individual education plan (IEP) --; support and provision on an individual plan --; records from transfer between schools --; the statement of SEN: the third stage of the code of practice for SEN --; the response of schools --; helping pupils with SEN to learn --; specific educational needs --; 5; Helping Pupils Learn; 305 --; 5.1; Ways pupils learn; Diana Burton; Burton, Diana; 307 --; how ideas about teaching and learning interact --; psychological perspectives on learning --; cognitive developmental theory --; the influence of stage theory --; metacognitive awareness --; social constructivist theory --; constructivism --; information processing theory (IP theory) --; learning styles, strategies and approaches --; 5.2; Active learning; Michelle Lowe; Lowe, Michelle; 325 --; what is active learning? --; case studies: two pupils learning mathematics --; active learning, discovery learning and rote learning --; active learning in the classroom: aids to recall and understanding --; lesson planning for active learning --; developing pupils' higher-order thinking skills --; 5.3; Teaching styles; Marilyn Leask; Leask, Marilyn; 345 --; teaching styles and strategies --; teaching strategies and meaningful learning --; information processing models and teaching style --; personalised learning and independent learners --; 5.4; Improving your teaching: an introduction to practitioner research, reflective practice and evidence-informed practice; Marilyn Leask; Leask, Marilyn, Tony Liversidge; Liversidge, Tony; 360 --; processes of reflective practice and practitioner research --; research techniques for use in the classroom --; observation schedules --; analysing evidence about teaching and learning --; 5.5; Personalising and individualising learning; Carrie Winstanley; Winstanley, Carrie; 372 --; what is meant by personalising and individualising learning? --; the principles and components of personalising learning --; practical considerations --; classroom approaches: teaching/pedagogical strategies --; the role of the teacher and continuing professional development --; 5.6; Neuroeducation: the emergence of the brain in education; Paul Howard-Jones; Howard-Jones, Paul; 382 --; neuromyths to avoid --; brain development and brain plasticity --; brains, games and learning: pupil engagement --; 5.7; Developing critical thinking; Hazel Bryan; Bryan; Hazel; 389 --; the linden tree --; architecture --; icons --; the learning space --; interactions --; fruits of the tree: creating a critical disposition in your pupils --; 5.8; Creating a language-rich classroom; Annabel Watson; Watson, Annabel, Debra Myhill; Myhill, Debra; 403 --; creating an interactive classroom --; exploratory talk for learning --; creating active readers --; DART -- directed activities related to text --; supporting writing --; 6; Assessment; 415 --; 6.1; 'First do no harm': assessment, pupil motivation and learning; Terry Haydn; Haydn, Terry; 417 --; what is assessment for learning and why is it important? --; understanding the vocabulary of assessment --; context --; common misconceptions and problems relating to assessment and learning --; how to make assessment useful --; 6.2; External assessment and examinations; Bernadette Youens; Youens, Bernadette; 439 --; your own experience --; types of assessment --; the framework of external assessment in secondary schools --; the purposes of external assessment --; validity and reliability --; teaching externally assessed courses --; 7; The School, Curriculum and Society; 455 --; 7.1; Aims of education; Graham Haydon; Haydon, Graham; 457 --; the social and political context of aims --; thinking about aims --; recognising the diversity of aims --; comparing and justifying aims --; societal and individual aims --; equal aims for everyone? --; 7.2; The school curriculum; Graham Haydon; Haydon, Graham; 468 --; the curriculum in general and within particular subjects --; the formal curriculum --; the informal curriculum and the hidden curriculum --; curriculum as a selection from culture --; relating curriculum to aims --; relating curriculum subject to wider aims --; 7.3; Understanding education across the four home countries of the UK; David Crook; Crook, David; 480 --; systems of education in the four home countries; Historical developments in the four home countries --; comparing the four countries --; 7.4; International education comparisons: understanding UK education in an international context; Andrea Raiker; Raiker, Andrea, Matti Rautiainen; Rautiainen, Matti; 491 --; international comparisons --; education in Finland --; considering the advantages and disadvantages of the Finnish model --; internationalisation of classrooms --; using Bourdieu's theory to analyse the complex relationships existing in multicultural classrooms --; 8; Your Professional Development; 507 --; 8.1; Getting your first post; Julia Lawrence; Lawrence, Julia, Susan Capel; Capel, Susan; 509 --; consider why you want to enter the teaching profession --; deciding where, and in what type of school, you want to teach --; looking for suitable vacancies --; selecting a post that interests you --; making an application --; methods of application --; the interview --; accepting a post --; if you are not offered a post --; 8.2; Developing further as a teacher; Jeanne Keay; Keay, Jeanne; 529 --; developing further as a teacher --; planning your professional development --; transition into your first teaching post --; professional development --; teaching -- a professional role --; 8.3; Accountability, contractual and statutory duties; Dawn Leslie; Leslie, Dawn, Sue Collins; Collins, Sue; 541 --; where do teachers fit within the education system? --; Accountability --; legal duties and responsibilities --; important legislation --; contractual and statutory duties --; 9; And Finally; Marilyn Leask; Leask, Marilyn, Andrew Green; Green, Andrew; 551 --; your role in raising attainment and improving life chances --; what values will you pass on?
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