Includes CD-Rom `This book and CD-ROM offers a creative and open-minded resource for helping children develop their coping and social skills' - Youth in Mind Young people's healthy emotional development is based on affirming relationships and positive experiences and for some young people the lack of these encouragements leads to personal, social, emotional and behavioural difficulties. This pack provides teachers, mentors, assistants and others with all they need to support these young people through an 'emotional coaching' programme. This supportive and innovative programme includes seven different workbooks and nine therapeutic board games giving young people the opportunity to practise problem solving and goal setting. Topics covered include: o anger o anxiety o teasing o friendship o happiness o self-confidence. Facilitators' notes and comprehensive guidance on how to deliver emotional coaching, structure and rationale are all provided, giving the adults who support these challenging young people the skills and confidence to engage them in the programme. The strategies are all designed to be brief and solution focused.
`The book is at once accessible, evidence-based, practical and eminently readable...Readers will find in this book a treasury of learners' voices guiding us towards the goal of more effective learning in classrooms' - International Network for School Improvement `This book promotes an ambitious and inspiring conception of meaningful pedagogy and works to applaud those teachers who are determined to reflect upon, enquire into, and then facilitate ''effective learning''. A coherent and structured case is made for the primacy of ''learning'' over ''work'' - Learning & Teaching Update This book addresses an important, and too seldom addressed issue: learning. Not teaching, not performance, not "work": this book really is about learning, what makes learning effective and how it may be promoted in classrooms. The authors take the context of the classroom seriously, not only because of its effects on teachers and pupils, but because classrooms are notorious as contexts which change little. Rather than providing yet more tips, they offer real thinking and evidence based on what we know about how classrooms change. Four major dimensions of promoting effective learning in classrooms are examined in depth: Active Learning; Collaborative Learning; Learner-driven Learning and Learning about Learning. Evidence from practising teachers in the form of case studies and examples, and evidence from international research in the form of useful ideas and frameworks is included.
Praise for the First Edition: 'In Cracking the Hard Class, the undisputed master of behaviour management, Bill Rogers, shows us that being an effective teacher isn't a result of God-given gifts of charisma and presence, but can be developed through a series of specific skills and learned actions. It's one of the most useful books around for new teachers! If you can catch him live on one of his UK roadshows, you're in for a real treat. This practical approach from a writer who has clearly retained at least a notional foot in the classroom is the one that works best for me' - Geoff Barton, The Times Education Supplement 'This book would certainly be invaluable to colleagues in the school where some had done the course and others had learnt it second hand. It would have a place in the staffroom of most schools, especially in the secondary sector. Bill Rogers is clearly a charismatic teacher what he offers is based on secure knowledge of child psychology, classroom dynamics and staffroom politics' - Emotional & Behavioural Difficulties 'This is an excellent book for teachers at any key stage who have one or more "difficult" pupils in their class, as well as those with the "hard class".It provides simple and effective behaviour management strategies and makes you realise you are not alone and that it's okay to have a bad day. It mainly discusses secondary education but does refer to primary. Many of the strategies are suitable for all levels anyway. An absolute must-have for a teacher' - Amazon Review At some point in every teacher's career he/she will encounter the 'hard class' and from day one the countdown to the end of the day, term and year is on in earnest. But as demanding as it may be, a difficult class does not have to dominate and permeate through all waking moments. Bill Rogers, in Cracking the Hard Class, Second Edition, highlights many practical strategies that can be implemented to overcome the hard class syndrome. These include: identifying what makes a class 'hard'; developing a class behaviour plan; developing colleague support; following up on disruptive students; changing patterns of bad behaviour; and assisting relief teachers and the hard class. As well as constructive ideas and strategies, Cracking the Hard Class, Second Edition also highlights the normality of the pressures and stress felt by teachers dealing with these classes.
Creativity is increasingly seen as central to good learning and teaching throughout the curriculum. This book examines the political and educational context behind such developments and looks at dilemmas faced by trainee teachers as they begin their teaching practice. Demonstrating what creativity is, how it evolves and how it can be nurtured in various teaching contexts, it enables trainees to develop creativity in their teaching role and in their pupils' learning. Throughout, the book links clearly to the new Professional Standards for QTS and presents exercises, subject-based case studies and teaching examples to engage and support all secondary trainees.
`I particularly enjoyed Judith Roden's chapter "Young Children Are Natural Scientists" especially her thoughts on children's drawings, which puncture some popular assumptions' - Times Educational Supplement, Friday Magazine `This expertly argued and fascinating book seeks to redress the balance; it places the child firmly at the centre of the educational process and examines in detail the many and varied factors (such as health and physical development, play, stress, and early intervention) which affect the way in which the young child learns and develops' - Who Minds `Tricia David, an internationally recognized expert in early years education, has brought together 11 tutors from Canterbury Christ Church University College to "encourage debate and disagreement".... It has... some absorbing and helpful contributions which both bring forward the debate in early years education and also may cause readers to reappraise their own practice, possibly as a result of disagreeing with one or other contributors' - International Journal of Early Years Education Young Children Learning brings together current thinking on young children's learning, with ideas about the curriculum for children aged 0 to eight years old. Areas covered in this book include: play; health and physical development; early intervention; stress; children understanding their worlds; bilingualism; children's spiritual development; national identity; young children as natural scientists; assessing learning; the needs of parents, children and teachers; and childhood in changing societies. Written by experienced practitioners from the centre for International Studies in early childhood, Young Children Learning shows that in the earliest years of childhood, all children should experience the delight which can be part of effective pedagogy - pedagogy which takes account of the child's individuality and development, in the context of changing socio-cultural constructions of childhood.
Finally, a concrete resource for teaching adolescents the way they learn best! Teachers of teens will not be particularly surprised by the latest research showing that the frontal lobe, affecting reasoning and decision-making skills, is not fully developed in an adolescent's brain. These educators know how challenging it is to provide students with a strong understanding of content as well as the necessary social and emotional skills for productivity, social contribution, and intellectual habits for learning. In this second edition of Brain-Based Teaching With Adolescent Learning in Mind, Glenda Crawford shows you the newest research available on adolescent brain development and provides a structure for connecting the research to students' social, emotional, and cognitive needs. Crawford also presents how-to strategies for motivating teens with inquiry, relevance, and collaboration, as well as links to relevant Web sites. This indispensable handbook includes Adolescent-Centered Teaching (ACT) models in each chapter and sample standards-based content lessons and scenarios. Students will become progressively self-directed as teachers learn to use a framework that demonstrates ways to: Communicate essential content understandings Engage students with strategies for inquiry Promote metacognitive development, social cognition, self-regulation, and assessment Motivate students with authentic events, problems, and questions Support the transfer of learning to comparable and extended experiences Integrate technology into instruction to improve students' learning experiences Classroom educators, teacher leaders, and preservice instructors will find lesson examples that can be easily differentiated for students with varying backgrounds, levels of English proficiency, prior knowledge, abilities, and interests.
Finally, a concrete resource for teaching adolescents the way they learn best! Teachers of teens will not be particularly surprised by the latest research showing that the frontal lobe, affecting reasoning and decision-making skills, is not fully developed in an adolescent's brain. These educators know how challenging it is to provide students with a strong understanding of content as well as the necessary social and emotional skills for productivity, social contribution, and intellectual habits for learning. In this second edition of Brain-Based Teaching With Adolescent Learning in Mind, Glenda Crawford shows you the newest research available on adolescent brain development and provides a structure for connecting the research to students' social, emotional, and cognitive needs. Crawford also presents how-to strategies for motivating teens with inquiry, relevance, and collaboration, as well as links to relevant Web sites. This indispensable handbook includes Adolescent-Centered Teaching (ACT) models in each chapter and sample standards-based content lessons and scenarios. Students will become progressively self-directed as teachers learn to use a framework that demonstrates ways to: Communicate essential content understandings Engage students with strategies for inquiry Promote metacognitive development, social cognition, self-regulation, and assessment Motivate students with authentic events, problems, and questions Support the transfer of learning to comparable and extended experiences Integrate technology into instruction to improve students' learning experiences Classroom educators, teacher leaders, and preservice instructors will find lesson examples that can be easily differentiated for students with varying backgrounds, levels of English proficiency, prior knowledge, abilities, and interests.
"Real learning is deeply personal. It requires that learners participate meaningfully in the ideas and subjects that they explore as they shape and reshape what they know and want to know. Diane Ronis has written a book that brings coherence and intelligence to understanding how to assess such learning." -From the Foreword by Renate Nummela Caine Give students a clear roadmap for future success! Each student, unique in his or her ability to learn, acquires processes and demonstrates knowledge individually. Building upon this premise, Diane Ronis, a recognized expert in brain-compatible learning and assessment, goes beyond the world of standardized testing to show educators how to build and use targeted assessments based on the latest neuroscientific research. Updated to reflect recent findings about how the brain learns, Brain-Compatible Assessments, Second Edition, provides readers with revised tools for assessing achievement in ways that allow for brain differences within any classroom setting. Showing teachers how to construct rubrics that are based on standards and reflect principles of brain-compatible learning, this second edition: Applies brain research to improve formative and summative assessment in the classroom Provides how-to's for designing top quality rubrics Incorporates computer technologytools to enhance learning, increase productivity, and promote creativity Educators will discover how to effectively apply practical high-level assessments in a standards-based environment to help all students realize their potential and succeed.
"Excellent advice on dealing with young people. I wish I'd had this book when my own children were adolescents!" -Patricia Wolfe, International Educational Consultant, Mind Matters, Inc. "Written in a reader-friendly manner, the book thoughtfully examines the transition period from childhood to adulthood and combines scholarship from psychology, education, and neuroscience. Loved the graphics!" -Sheryl Feinstein, Associate Professor, Augustana College "Readers will leave this book with a sense of calmness about living or working with adolescents." -Bob Patterson, Training Manager, Discovery Education How the teenage brain thinks, feels, learns, and changes on its journey to adulthood. In this enlightening volume, expert educator Robert Sylvester explains how adults can better understand teenagers through an engaging discussion of the adolescent brain. Readers will learn how to: Mentor adolescents rather than attempt to manage and control them Nurture creativity, imagination, and individuality Understand such critical issues as sexuality and bonding,productivity and vocation, morality and ethics, risk and security, technology and drugs, collaboration and autonomy, and more Familiar examples and nontechnical language make this an accessible resource appropriate for rewarding classroom or family discussion.
