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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.
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.
The study assessed the utility of the professional relationships of the mentor, student teacher and lecturer in pre-service teacher preparation in Zimbabwe. Using a descriptive survey design within a case study, through questionnaires and interviews on a sample of 80 host teachers, 32 lecturers and 75 student teachers, data was collected from the three principal parties in the mentoring scheme in three teachers colleges in the Masvingo province of Zimbabwe. The empirical investigation revealed that the tripartite student teacher mentoring scheme, though with high hopes of yielding fruitful results, was flawed with gaps and challenges, rendering the quality of the student teachers' school based professional training some-what wanting. Promising initiatives, especially to do with more dialogue between lecturers and host teachers on aspects of host teaching,as measures to mitigate the challenges were suggested.
At the heart of the success of any school improvement process is teachers’ willingness and ability to change and improve their knowledge, attitudes and practices. This is depended on the support given to teachers to gain such knowledge and skills. This book, therefore, challenges the school leader to use creative and proactive strategies to implement professional development and accountability policies in such a way as to enhance the professional collaboration of teachers to improve the educative process. The author further argues that the principal’s support of professional development activities is crucial to the success of the professional growth of teachers.
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 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.
Education systems can be centralised or decentralized. When an education system is centralised, broad policies, regulations, guidelines and procedures are centrally determined. As a result, school based interpretation of the policies, regulations, guidelines, and procedures become crucial. Successful curriculum implementation therefore depends to a large extent on the teachers. As the key actors in curriculum implementation, teachers know what works best in the teaching and learning process. This then calls for high teacher participation in school based interpretation of the guiding frameworks. In this book an investigation into teacher involvement in curriculum implementation decisions at primary school level is presented. The findings revealed gaps in teacher involvement and recommendations point towards the need for deliberate full engagement of teachers since they are key implementers of the curriculum.
Mcguinness Teacher?s Manual For Building Technolog Y – ?mechanical? And Electrical Systems
“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 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.
Teacher leadership, viewed as an emerging leadership aspect teachers can assume in schools to improve student learning, remains an elusive idea among teacher candidates in their pre-service teacher education programmes. The book presents a study which found out student teachers' views on teacher leadership ideas and how these future teachers new to the job could be prepared for leadership realities in school. Within the context of the Initial Teacher Training (ITT), the study was focusing on the course provision which helped future teachers develop their quality and expertise to realise their potential and seize the opportunities for leadership roles which might be available in their respective school. It is interesting to know generic leadership competence the student teachers may acquire from their course, which they can later contextualise when they begin teaching in schools as qualified teachers. So, learning to teach might as well mean learning to lead.
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?
Since 1994, professional development trainings for teachers and teacher educators in Ethiopia have been common practices. Similarly, there as been a growing need for helping learners at all levels to be well prepared and become reflective, autonomous, and active. However changes in practice seem little. Teacher training colleges and Universities pay little or no attention to practical supports trainee teachers need in their preparation to become teachers. One of these supports is mentoring. This book aims to help change teachers’ and teacher educators’ mentoring practices so as to help them prepare their mentees who in return will help their students in the levels they would teach. The book introduce a pilot mentor training programme for teachers and teacher educators who mentor trainee teachers in Kotebe College of Teacher training in Addis Ababa. ... Find more in the book.
Mcfadden ?teacher?s Man? For 3ed Of Keeton & Mcfad Dens?elements? Of Biolog Science (pr Only)
Nowadays, teachers are facing increasing demands in their work: dealing with diverse groups, supporting the learning process, taking into account the student's needs, interacting with students'parents…etc. These challenges require student teachers to be prepared for real professional contexts of their profession. As a result, it is particularly important for teacher educators to implement assessment strategies that enable their students to acquire some core competences to face the teaching profession world realities and interact with their colleagues. This book surveys the assessment tasks teacher educators assign in cooperative learning groups. It explores their perceptions of an authentic assessment task and how they evaluate its degree of authenticity. Teacher educators’ assessment practices are analyzed according to Gulikers’s five-dimensional framework of an authentic assessment task: the task, the social context, the physical context, the assessment result, the criteria and standards. This analysis should help professionals of Education to reflect on their own practices and question the reliability of group works in Teacher Education.