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An essential guide for over-scheduled teachers Maia Heyck-Merlin helps teachers build the habits, customize the tools, and create space to become a Together Teacher. This practical resource shows teachers how to be effective and have a life! Author and educator Maia Heyck-Merlin explores the key habits of Together Teachers—how they plan ahead, organize work and their classrooms, and how they spend their limited free time. The end goal is always strong outcomes for their students. So what does Together, or Together Enough, look like? To some teachers it might mean neat filing systems. To others it might mean using time efficiently to get more done in fewer minutes. Regardless, Together Teachers all rely on the same skills. In six parts, the book clearly lays out these essential skills. Heyck-Merlin walks the reader through how to establish simple yet successful organizational systems. There are concrete steps that every teacher can implement to achieve greater stability and success in their classrooms and in their lives. Contains templates and tutorials to create and customize a personal organizational system and includes a companion website: www.thetogetherteacher.com Recommends various electronic or online tools to make a teacher's school day (and life!) more efficient and productive Includes a Reader's Guide, a great professional development resource; teachers will answer reflection questions, make notes about habits, and select tools that best match individual needs and preferences Ebook customers can access CD contents online. Refer to the section in the Table of Contents labeled, Download CD/DVD Content, for detailed instructions.
Upstream Elementary A2 is a modular secondary-level course for learners of the English language at CEF A2 level. The series combines active English learning with a variety of lively topics presented in themed units. Key Features: theme-based units from a wide variety of authentic sources in five Modules; а variety of cross-cultural topics; systematic development of all four language skills through realistic, challenging tasks which encourage the learner's personal engagement; lexical exercises practising and activating all essential vocabulary as well as a Word Perfect section; а variety of authentic stimulating reading and listening tasks; а wide range of speaking activities; realistic, stimulating dialogues featuring people in everyday situations; grammar sections covering all major grammatical areas plus Grammar Reference and a Grammar Check section; composition analysis and practice in various types of writing with full models; study skills tips; Everyday English sections; Cultural, Curricular and Literature sections; songs, games and prompt cards.
“Make sure your students follow your instructions.” That sounds like a straightforward instruction, but in fact, it’s fairly abstract. What does a teacher actually have to do to make sure students are following? Even the leader delivering this direction may not know, and the first-year teacher almost certainly doesn’t. The vast majority of teachers are only observed one or two times per year on average—and even among those who are observed, scarcely any are given feedback as to how they could improve. The bottom line is clear: teachers do not need to be evaluated so much as they need to be developed and coached. In Get Better Faster: A 90-Day Plan for Coaching New Teachers, Paul Bambrick-Santoyo shares instructive tools of how school leaders can effectively guide new teachers to success. Over the course of the book, we break down the most critical actions leaders and teachers must enact to achieve exemplary results. Designed for coaches as well as beginning teachers, Get Better Faster is an integral coaching tool for any school leader eager to help their teachers succeed. It’s the book’s focus on the actionable—the practice-able—that drives effective coaching. By practicing the concrete actions and micro-skills listed here, teachers will markedly improve their ability to lead a class, producing a steady chain reaction of future teaching success. Though focused heavily on the first 90 days of teacher development, it’s possible to implement this work at any time. New and old teachers alike can benefit from the guidance of Get Better Faster and close their existing instructional gaps. Packed with practical training tools, including agendas, presentation slides, a coach’s guide, handouts, planning templates, and 35 video clips of real teachers at work, Get Better Faster will teach you: The core principles of coaching: Go Granular, Make Feedback More Frequent, Top action steps to launch a teacher’s development in an easy-to-read scope and sequence guide The four phases of skill building: Phase 1 (Pre-Teaching): Dress Rehearsal Phase 2: Instant Immersion Phase 3: Getting into Gear Phase 4: The Power of Discourse
This research was conducted in Bangladesh using the largest NGO as a sample. With an use of both qualitative and quantitative approaches, this research discovers that the main finding for the first issue is related to the national policy for teacher training and its implementation. The policy failed to motivate trainees to participate in the teacher training programme. The national policy has somehow created a notion that participants take the training for financial benefit not to meet the requirement of teaching practice. Difference in performance was noticed among the teachers who received training from the NGO and other providers and who received no training. The performance of trained teachers was higher than others. The performance of the teachers currently receiving training is higher than the teacher trained earlier. The teachers receiving training currently remembered the knowledge gained from the training. Whereas the teachers who received training earlier forgot many aspects of training because, according to them, they could not use their new knowledge in their exiting school setting. A number of suggestions were made to make the training more effective.
The delegation of teacher recruitment to the BOG in 2003 by the TSC was meant to improve services to the citizenry. However it prove to be wanting when most 0f the stakeholders complain about the manner in which the same was handle, hence necessitating it’s investigating of which it was form the main objective of this study. Therefore there is an urgent need to find the solution to this which was serve as the main objective of this study to investigate the delegation of teacher recruitment to Board of Governors and its implication on teacher quality. A descriptive research design was used. The study targeted teachers, administrators, sponsors, Board of Governors members and staffing officers in the D.E.O and PDE offices. This study adopted a quantative method of research, questionnaires and interview was b administered to the respondents. The researcher concluded that the BoGs lacked training in selection, were easily manipulated and hence incompetent in teacher recruitment process hence making teachers ineffective in their work. This is accustomed by the fact that most of the Teachers’ selection was influenced by stakeholders' vested interests; tribalism and regionalism.
The writer believe are basic in preparing to teach in particular three large areas of psychological investigation, development, learning & individualization of educational programmers, seems of great potential value to teacher as a means of understanding educational problems & suggesting ways of dealing with them recent work in all three areas has contributed greatly to such understanding and to such improvement in our schools throughout childhood girls appear to be on the average more mature physiologically then boys the psychology of individual differences in largely the study of group differences humans have both internal and external sources of arousal the external source is the stimulation provided by the environment. Expectancy is a momentary belief that a particular outcome will follow a particular act. Incentives are actual goal objects for human beings they can be concrete as symbolic rewards. They incite arouse and move to action when they are associated with certain stimuli which signal their presence. This book contains chapter’s as Technology and teacher, use of technology & individualized learning, use of technology in small and large group, and distance education.
In other nations, public schools are one thread in a quilt that includes free universal child care, health care, and job training. Here, schools are the whole cloth. Today we look around the world at countries like Finland and South Korea, whose students consistently outscore Americans on standardized tests, and wonder what we are doing wrong. Dana Goldstein first asks the often-forgotten question: "How did we get here?" She argues that we must take the historical perspective, understanding the political and cultural baggage that is tied to teaching, if we have any hope of positive change. In her lively, character-driven history of public teaching, Goldstein guides us through American education's many passages, including the feminization of teaching in the 1800s and the fateful growth of unions, and shows that the battles fought over nearly two centuries echo the very dilemmas we cope with today. Goldstein shows that recent innovations like Teach for America, merit pay, and teacher evaluation via student testing are actually as old as public schools themselves. Goldstein argues that long-festering ambivalence about teachers, are they civil servants or academic professionals, and unrealistic expectations that the schools alone should compensate for poverty's ills have driven the most ambitious people from becoming teachers and sticking with it. In America's past, and in local innovations that promote the professionalization of the teaching corps, Goldstein finds answers to an age-old problem.
This study investigated the impact of a brief teacher training combined with use of a MotivAider that sought to simultaneously manipulate rate of opportunity to respond and positive feedback on students’ on-task behavior during a classroom activity. The goal of the training was to increase the percentage of time the learner stayed on task during the class activity. Three elementary teacher-student dyads took part in this study. An A-B-A-B withdrawal design was employed to evaluate the function of relation between independent and dependent variables. Results showed low effectiveness of brief training and MotivAider as a strategy of increasing teachers providing the opportunity to respond, positive performance feedback, and student on-task behavior. Although changes in teacher behavior were observed, a functional relation was not established. There were several limitations identified in this study related to data collection process, IOA results, and beginning baseline and intervention phases. Suggestions for future research are provided.
Interviews are required component of teacher selection process within the primary schools DCSF, 2009). Research concentrating on this area includes psychological and contextual influences on the teacher selection interview (Delli and Vera, 2004), postemployment outcomes, and the validity of the teacher interview for predicting performance of classroom teachers (Young and Delli, 2002). Noticeably, omitted from the interview literature in educational arena is information on measuring interviews and combining interview results with other sources of selection methods. This book attempted to fill these gaps. The purpose of this research is to explore how teacher-selection interviews are measured, how the interview results are combined with other selection methods and to study headteachers’ viewpoints as to how the effectiveness of teacher employment interviews could be improved. Teacher recruiters will find this book interesting and valuable.
This book assesses the various aspects of distance teacher education in the five institutions of Zambia. The researcher employed qualitative methods in the collection and analysis of data. The findings concerning the strengths of management of distance teacher education in Zambia were: a recognition by providers and clients of the importance of distance teacher education, an awareness of the challenges of distance teacher education as displayed in their guidelines and a positive attitude towards teacher distance education. The weaknesses were: inadequate student support services, inadequate channels of communication, inadequate training and professional development, problems relating to integrating Information and Communication Technology in distance education delivery, problems concerning assignments and examinations, inadequate records management, inadequacy regarding interactive instructional materials, problems relating to staffing, and a lack of national policy on open and distance education in Zambia. The overall conclusion is that the management of distance teacher education in Zambia is reasonably effective.
Total English Upper-Intermediate Teacher`s book + CD
The present volume reports the Dissertational Study by Mr. Brijesh Darji on Problems of student-teachers in teacher education institution. The volume demonstrates very well how to cope up with the system, how to adjust with self, how the new environment helps the student to cope up with the stress. To be adjusted means a student need to balance the adjustment between home and society. She/he should be mentally as well as physically healthy. He or she should be socially as well as emotionally in tune with self and society. Overall adjustment means the individual is in equilibrium with self and surrounding (environment). The task of bringing qualitative change in Teacher Education system can be done only if one comes to know the shortcomings of the systems. In order to know the shortcomings, one of the means is to identify the problems faced by the student-teachers undergoing the training.
This study is a critical content analysis interpreting how the policy-related actions of the National Education Association and the American Federation of Teachers are portrayed in the national newspaper discourse and how these portrayals compare/contrast with the way in which the two teacher organizations would like for their policy-related actions to be portrayed, as evidenced by each organization’s news releases. This analysis concludes that the National Education Association more often receives a negative portrayal in the national newspaper discourse than the American Federation of Teachers, and links this difference to numerous advantages, demonstrated by the AFT, in communicating its policy-related actions. This study concludes that both organizations, but particularly the National Education Association, would benefit from changes to the way in which they present their policy-related actions, so that each teacher organization may more effectively counter negative media portrayals.