The market leading text for beginning teachers on all undergraduate, postgraduate and school-based routes to QTS, this is an essential introduction to the key skills and knowledge needed to become a successful teacher. Offering advice on all aspects of teaching and learning, this ninth edition has been thoroughly updated to reflect changes in the field and covers key new topics, including the science of learning, online pedagogies and working with your mentor. There are also expanded units on diversity and inclusion and teacher wellbeing.
The text includes a wealth of examples and tasks to support you in successfully applying theory to practice, and in critically reflecting on and analysing your practice to maximise pupil learning. The wide range of pedagogical features supports both school- and university-based work up to Masters level. Written by experts in the field, the 41 concise units are underpinned by evidence-informed practice and focus on what you need to know to thrive in the classroom, including:
- lesson planning;
- managing behaviour;
- online lessons and digital resources;
- effective communication with pupils;
- how pupils learn;
- assessment, marking and feedback;
- diversity and inclusion;
- special educational needs and disabilities (SEND);
- managing stress, workload and time;
- applying for jobs, developing as a professional and networking.
The book is extended and enhanced through a companion website that includes:
- Animated explainer videos, to introduce and summarise key topics;
- A selection of downloadable and editable tables and figures from the book, so that the most practical elements can be taken out of study and into practice;
- Additional material and interactive features to support selected units, such as focus questions for lesson observations, and flashcards to help analyse student behaviour;
- Bonus content, including ‘Starting to Teach’ chapters and a mapping document, supporting you to make links between the ninth edition chapters and key teaching standards.
Supported by the subject-specific titles in the Learning to Teach Subjects in the Secondary School and A Practical Guide to Teaching Subjects in the Secondary School Series, it is an essential purchase for every aspiring secondary school teacher.
Introduction Chapter 1 UNIT 1.1 BECOMING A TEACHER: WHAT DO TEACHERS DO? Linda la Velle and Stephen Newman UNIT 1.2 BEGINNING TEACHERS’ ROLES AND RESPONSIBILITIES Moira Hulme and Rachel O'Sullivan UNIT 1.3 DEVELOPING YOUR RESILIENCE: MANAGING STRESS, WORKLOAD AND TIME Madeleine Findon and Sue Johnston-Wilder UNIT 1.4 USING DIGITAL TECHNOLOGIES FOR PROFESSIONAL PRACTICE Jon Audain and Andrew Csizmadia Chapter 2 UNIT 2.1 READING CLASSROOMS: HOW TO MAZIMISE LEARNING FROM CLASSROOM OBSERVATION Anna Redondo UNIT 2.2 SCHEMES OF LEARNING, UNITS OF LEARNING AND LESSON PLANNING Sophy Bassett-Dubsky, Mark Bowler and Angela Newton UNIT 2.3 TAKING RESPONSIBILITY FOR THE WHOLE CLASS Marilyn Leask and Limara Pascall UNIT 2.4 WORKING EFFECTIVELY WITH YOUR MENTOR Susan Lewis Chapter 3 UNIT 3.1 COMMUNICATING WITH PUPILS Paula Zwozdiak-Myers and Susan Capel UNIT 3.2 MOTIVATING PUPILS Ros McLellan UNIT 3.3 MANAGING CLASSROOM BEHAVIOUR: ADOPTING A POSITIVE APPROACH Philip Garner UNIT 3.4 CONCEPTUALISING AND THEORISING PRIMARY-SECONDARY TRANSITIONS Divya Jindal-Snape Chapter 4 UNIT 4.1 PUPIL GROUPING, PROGRESSION AND ADAPTIVE TEACHING Alexandra Titchmarsh UNIT 4.2 ADOLESCENCE, HEALTH AND WELL-BEING Ceri Magill and Barbara Walsh UNIT 4.3 COGNITIVE DEVELOPMENT Judy Ireson and Paul Davies UNIT 4.4 RESPONDING TO DIVERSITY Helen Bowhay UNIT 4.5 VALUES EDUCATION - DISCUSSION AND DELIBERATION Ruth Heilbronn UNIT 4.6 AN INTRODUCTION TO INCLUSION, SPECIAL EDUCATIONAL NEEDS AND DISABILITY Sana Ritzvi and Helen Knowles Chapter 5 UNIT 5.1 WAYS PUPILS LEARN Diana Burton UNIT 5.2 ACTIVE LEARNING Chris Harris Unit 5.3 TEACHING STYLES Chris Carpenter and Hazel Bryan UNIT 5.4 IMPROVING YOUR TEACHING: AN INTRODUCTION TO PRACTITIONER RESEARCH, REFLECTIVE PRACTICE AND EVIDENCE-INFORMED PRACTICE Marilyn Leask, Tony Liversidge and Helen Lewis UNIT 5.5 CLOSING THE ACHIEVEMENT GAP: SELF-REGULATION AND PERSONALISING LEARNING Carrie Winstanley UNIT 5.6 EDUCATIONAL NEUROSCIENCE: CLASSROOM PRACTICE AND THE BRAIN Paul Howard-Jones UNIT 5.7 DEVELOPING CRITICAL THINKING Hazel Bryan and Chris Carpenter UNIT 5.8 CREATING A LANGUAGE-RICH CLASSROOM Annabel Watson, Ruth Newman and Debra Myhill 5.9 PEDAGOGY - THE SCIENCE, CRAFT AND PERFORMANCE OF TEACHING Elizabeth Hidson and Marilyn Leask Chapter 6 UNIT 6.1 DEVELOPING FORMATIVE ASSESSMENT PRACTICE FOR HIGH-IMPACT TEACHING Nikki Booth UNIT 6.2 EXTERNAL ASSESSMENT AND EXAMINATIONS Cara McLaughlin UNIT 6.3 USING ASSESSMENT DATA EFFECTIVELY: MAKING BETTER DECISIONS FOR TEACHING AND LEARNING Nikki Booth Chapter 7 UNIT 7.1 AIMS OF EDUCATION Ruth Heilbronn and Janet Orchard Unit 7.2 THE SECONDARY SCHOOL CURRICULUM Shirley Lawes and Marilyn Leask Unit 7.3 SECONDARY SCHOOLS IN ENGLAND: GOVERNANCE, POLICY AND CURRICULUM Shirley Lawes with Jeremy Smith Unit 7.4 SECONDARY SCHOOLS IN NORTHERN IRELAND: GOVERNANCE, POLICY AND CURRICULUM Paul McFlynn, Paul McQueen and Mairead Davidson Unit 7.5 SECONDARY SCHOOLS IN SCOTLAND: GOVERNANCE, POLICY AND CURRICULUM Anna Beck and Lee Coutts Unit 7.6 SECONDARY SCHOOLS IN WALES: GOVERNANCE, POLICY AND CURRICULUM Helen Lewis and Tom Crick Chapter 8 UNIT 8.1 GETTING YOUR FIRST POST Julia Lawrence and James Annetts UNIT 8.2 DEVELOPING FURTHER AS A TEACHER Caroline Daly and Clare Brooks UNIT 8.3 ACCOUNTABILITY Leorra Cruddas and Deborah Outhwaite Chapter 9 UNIT 9 AND FINALLY Marilyn Leask Appendices Appendix 1: Glossary Appendix 2: Subject associations and teaching councils Appendix 3: Useful websites Appendix 4: Guidance for writing