Flexible, effective and creative primary school teachers require subject knowledge, an understanding of their pupils and how they learn, a range of strategies for managing behaviour and organising environments for learning, and the ability to respond to dynamic classroom situations. This third edition of Learning to Teach in the Primary School is fully updated with reference to the new National Curriculum, and has been revised to provide even more practical advice and guidance to trainee primary teachers. Twenty-two new authors have been involved and connections are now made to Northern Irish, Welsh and Scottish policies. In addition, five new units have been included on: making the most of your placement play and exploration in learning behaviour management special educational needs phonics. With Masters-level reflective tasks and suggestions for research-based further reading, the book provides valuable support to trainee teachers engaged in learning through school-based experience and through reading, discussion and reflections as part of a teacher education course. It provides an accessible and engaging introduction to knowledge about teaching and learning that every student teacher needs to acquire in order to gain qualified teacher status (QTS). This comprehensive textbook is essential reading for all students training to be primary school teachers, including those on undergraduate teacher training courses (BEd, BA with QTS, BSc with QTS), postgraduate teacher training courses (PGCE, SCITT) and employment-based teacher training courses (Schools Direct, Teach First), plus those studying Education Studies. This textbook is supported by a free companion website with additional resources for instructors and students and can be accessed at www.routledge.com/cw/Cremin.
Presents strategies for effective elementary school teaching, covering such topics as managing classroom behavior, lesson plans, and understanding how students learn.
Provides a pathway into the Australian curriculum for primary teachers, including practical guidance across a range of key learning areas.
Where does science fit in a creative curriculum? This second edition of Teaching Science Creatively has been fully updated to reflect new research, initiatives and developments in the field.
This book clearly sets out the processes of historical enquiry, demonstrating how these are integrally linked with key criteria of creativity and helps readers to employ those features of creativity in the classroom.
I found an ally in my campaign to morph content, skills, and understanding in online videos by Dan Meyers, a former high school math teacher based in the San Francisco Bay area. Meyers argues in “Math class needs a makeover” that math ...
The blend of analysis, case-study material and implications for practice will make this book attractive to primary teachers, school managers, policy makers, teacher educators and researchers.
Mathematics learning and achievement is improved when two or more of the many areas of the brain involved in number communicate (Park and Brannon, 2013). So when different modes of representation are used, such as dots, symbols, images, ...
Retrieved February 14, 2009, from https://www.tcrecord.org/Content.asp?ContentID=15390 Weiner, L. (2006). Urban teaching: The essentials. New York: Teachers College Press. Wilson, B., Corbett, D., & Williams, B. (2000, October 30).
Other articles are more explicitly analytical and provide conceptual frameworks, overviews or critiques of their fields. This is an excellent resource and guide for primary school teachers, and students studying on PGCE courses.
Providing a framework for understanding the individual needs of pupils, this book describes how you can tailor your teaching methods to maximise learning.