antonaros s the teacher s basic tools the teacher as managerкупить товары для дома не дорого:
ENGLISH WORLD is the first-ever integrated ten-level print and digital English course for primary and secondary schools. Written by the authors of the best-selling Way Ahead and Macmillan English, the course aims to give learners confidence in speaking, listening, reading and writing. Thorough grammar and skills work is applied in natural contexts in the real world through dialogues and cross-curricular material. Independent learning is promoted through portfolios, projects and the use of the dictionaries. The visually stunning printed resources are complemented by electronic materials for use with an Interactive Whiteboard and videos of all dialogues using native-speaker students in context, together with a complete teacher training package with video masterclasses. Other features include a test builder, animated posters, interactive phonics activities and singalong versions of songs. The adventure continues in Levels 3 and 4 of English World where children encounter more challenging texts and activity types. Level 4 is for children who are confident communicators and are building up their ability to use different skills.
Student teachers on Teaching Practice are often attached to teacher-mentors in schools for close guidance and supervision as they acquire teaching skills during the practicum. This book, based on a case study of a Technical Teachers' College in Zimbabwe that sought to find out whether teacher-mentors played the roles that were expected of them, shares some interesting results. The findings indicate that mentors were generally not aware of the roles that were expected of them and, therefore, did not adequately fullfil the roles. The book, which is a must read for all teacher educators, mentors and student teachers, recommends measures that aught to be put in place for effective mentoring to take place. These include, among others, the training of mentors by the parent teacher training institution and clear communication to the mentors the expected mentoring roles. Above all, mentors expected to be paid for the 'extra' responsibility of training student teachers during their stint in schools.
This story is about the author, a primary school teacher, who as a teacher-researcher wanted to improve the awareness of HIV/AIDS that has become a major challenge globally and has been on the increase over the past two-and-a-half decades, especially so, in sub-Saharan Africa. This is in spite of an “overflow” of HIV/AIDS information. The book documents two action research projects. Both of them are based on an emancipatory action research methodology. It has long been recognised that the HIV/AIDS pandemic requires more than medical attention and that the way in which teachers deal with HIV/AIDS education, especially at primary school level, becomes critical. A fundamental assumption of the author is that teachers play a critical role and are often the main adults, other than family members, with whom young people interact on a daily basis. Teachers can and must play a vital role in the development of valuable behavioural guidelines about reproductive health amongst the youth. This study views teachers, and more so primary school teachers, as important role players in the struggle to come to terms with HIV/AIDS..
The teachers need to understand that in many schools, students come from different cultures and backgrounds and each student deserves to be respected as an individual and their needs vary from one another. Thus, teachers must establish a positive relationship with their students in order to provide the learning opportunity as well as motivation they needed to be successful in both academic and life lessons. Therefore, it is necessary for future teachers to be exposed with such awareness as preparations before they go out into the real world. Past studies have shown that good rapport between teachers and students results in higher student's motivation towards learning. Therefore, through the perspectives of pre-service teachers, this book intends to highlight the importance of such relationship as one of the factor affecting student’s motivation and academic performance in ESL classroom.
Teacher identity is an emerging subject of research interest in the field of teacher education and teacher development. Teacher identity, as an ongoing, shifting and dynamic process, is complex and multi-faceted. As a result, teachers’ perceptions of their identity vary from different perspectives and endure a changing process with the accumulation of their teaching experiences. The changing process is in fact the process of the construction of how they perceive themselves — their identities. This study employs three EFL teachers with different lengths of teaching experiences as cases. Through observations of their teaching life and interviews, this study aims to explore: 1) How do teachers perceive their identity? 2) How do these perceptions change and whether this changing process influences teachers’ behavior? 3) What are the possible stages or phases of the process? 4) What are the possible factors that influence the construction process?
Learning in any profession is a life long process. The training one gets before starting the profession is not an end in itself. It cannot be complete either. In the EFL teaching profession, the pedagogical knowledge and skills a trainee teacher gets at the training college are not sufficient for her life long career. So, every EFL teacher needs opportunities and environment for her professional growth and development once she starts her career. Such teacher professional development, which is an on-going process, is possible if development strategies are planned and executed as an integral part of school system. This work analyses the existing issues and opportunities for teacher professional development in the EFL contexts. It also establishes that in-service training, observation and feedback, reflective practice, and action research can be instrumental strategies in helping teachers to develop in their profession. A teacher development course design is also presented incorporating these strategies.
The Book of Pronunciation is a definitive account of the key role pronunciation plays in teaching and learning, providing a highly authoritative but hugely accessible overview of the essential elements of English pronunciation as well as a wide range of classroom practice.The Book of Pronunciation is accompanied by a CD, which provides models for the teacher and practice for the learners.This book is the definitive resource for language teachers: looking for ways to incorporate pronunciation into their teaching wishing to expand their range of pronunciation activities wanting their learners to use language confidently and intelligiblyThe Book of Pronunciation contains three distinctive parts which focus in turn on theory, practice and development:Part A answers frequently asked questions, reassures teachers on why, when and how teaching pronunciation can be both necessary and beneficial, and gives a comprehensive account of all the elements a successful teacher should know. The CD illustrates the explanations.Part В provides classroom practice through a range of activities spread over six chapters, introducing pronunciation and covering Sounds, Symbols and Spelling, Stress and Connected Speech, Rhythm and Intonation. The CD enhances the procedures.Part С offers more to the teacher who wants more - in the form of quizzes and questionnaires, tasks and checklists - and fascinating further knowledge. For the teacher who wants to go further, The Book of Pronunciation offers the opportunity.
English language learners (ELLs) in mainstream classrooms are becoming a common occurrence with escalating immigration and globalization. This influx pressures teachers who encounter barriers and inadequate training for linguistically diverse needs. Teacher education has the potential to reduce barriers through effective training. This study explores teacher preparation practices through pre- service teachers'' perspectives. It aims to explore how prepared primary-junior pre-service teachers are to teach ELLs in Southwestern Ontario. Using a structured interview, 6 certified graduates shared descriptive experiences, knowledge and beliefs. The findings are organized as; 1) Faculties of Education, 2) Pre-service Teacher''s Beliefs, 3) In Future Classrooms and 4) Beyond the Classroom. Although moving towards greater ELL awareness and inclusive mindsets, there is a good indication that well-intentioned teachers lack the competence necessary for effective classroom practice. This exploration is an initial step towards a better understanding of teacher preparation and is crucial to the ongoing process of updating the teaching curriculum.
This book is about the development of teacher education in Kenya from the precolonial time to the present. The status of teacher education and training is highlighted in the light of current practices through a critical examination of quality parameters such as Curriculum Design and Planning; Curriculum Transaction and Evaluation; Research & innovations, Development and Extension; Infrastructure and Learning Resources; Student Support and Progression and Organization and Management. Challenges facing training of teachers and their professional status have also been dealt with in greater detail. The book has recommended major reforms needed for qualitative improvement of teacher education programs and the professional status of teachers as the key determinants of quality in education based on the premise: "quality begets quality". The book will be of great import to teacher training institutions, teachers, policy planners, and researchers in the field of education.
This book examines the discourse and corresponding gestures used in the classroom by one female instructor and her students in a university English as a second language (ESL) pronunciation course. Specifically, the observations are of the teacher in interaction with students concerning the subject matter. The instructor and students were video recorded for the first five weeks of an eight-week course, meeting twice per week for one hour. The findings are discussed in relation to the instructor’s embodied practices. The data revealed that the instructor gestured and mimetically illustrated in order to concretize the language. In addition, her performance included nearly constant instantiations of language in terms of gesture. The gestures observed are organized into the different linguistic categories of grammar, pronunciation, and lexis. In addition, gestures related to classroom management are described. This organization reinforces the notion that the instructor was trying to concretize the language and codify it. Gestures in this book are considered in relation to pedagogy. Therefore, not only the gesture types, but also the functions, are discussed.
English World is a 10-level course designed for children learning English as a first foreign language. Children begin at the first stages of language learning and progress year by year towards a high level of competency in written and spoken English. In the lower levels, grammar and vocabulary are introduced at a steady pace and then practised and recycled systematically. This approach is designed to give all learners, whether they have daily exposure to English or not, a sound knowledge of structures and meaning, and the ability to use language actively from the start. The methodology of the course encourages communication in the classroom, backed up by a wide variety of practice exercises to reinforce reading and writing skills. It aims to give learners confidence in speaking natural English fluently and in writing with accuracy and appropriately for the purpose. The course offers not only essential activities in the key language skills but also includes practice of study skills which assist children in developing their proficiency as individual learners. Teachers will find this course practical and useable because: • the methodology is clear and easy to follow • teaching materials are provided so that extensive preparation is not required • step by step guidance is given for every lesson • built-in flexibility makes the course appropriate for a variety of different teaching situations • grammar is presented clearly and taught actively to build confidence and develop accuracy • classroom activities, including songs, games and rhymes, are designed to engage children whilst developing their skills in reading, writing, listening and speaking.
Kim Marshall Rethinking Teacher Supervision and Evaluation. How to Work Smart, Build Collaboration, and Close the Achievement Gap
Teacher supervision and evaluation that emphasizes fairness, excellence, and achievement In this thoroughly revised and updated edition of his bestselling book, education expert Kim Marshall shows how to break away from the typical and often ineffective evaluation approaches in which principals use infrequent classroom visits or rely on standardized test scores to assess a teacher's performance. Marshall proposes a broader framework for supervision and evaluation that enlists teachers in improving the performance of all students. Revised edition of the classic book on teacher supervision and evaluation Includes thoughts on iPad and iPhone aps for classroom observation Offers new chart on how principals can manage ten mini-observations per teacher per year Contains new thoughts on merit pay, a different approach to the test-score argument from Arne Duncan This vital resource also includes extensive tools and advice for managing time as well as ideas for using supervision and evaluation practices to foster teacher professional development.
Woodrow: ?teacher?s Manual? To Accompany Essential S Of?pharmacology? For Health Etc (pr Only)
Mcguinness Teacher?s Manual For Building Technolog Y – ?mechanical? And Electrical Systems
The student-teacher relationship is an important component of teachers’ and students’ classroom lives. The student-teacher relationship influences students’ academic achievement, engagement in school, and peer relationships (Ray, Henson, Schottlekorb, Brown, & Muro, 2008). Positive teacher-child relationships affect the success rates of students across time; more involvement in school, higher grades, and more cooperative relationships with teachers. Conversely, a teacher-child relationship characterized by conflict correlates with lower academic involvement in the school system. The purpose of the Play-Based Teacher Consultation (PBTC) program is to strengthen the relationships between students and teachers on an individual basis. Furthermore, through the application of PBTC, teachers can become more connected to the classroom as a whole, demonstrating more positive interpersonal skills with their students. During the initial application, the PBTC program increased teachers' positive statements in the classroom, reduced teacher criticism, and increased teacher reported closeness with students.