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This book is aimed at teachers who wish to improve their professional practice and will help them to think about current practice, not only in terms of skills and competences to be developed, but also areas of knowledge to be enriched. The model of knowledge bases presented is a valuable framework for reflecting on practice and for analyzing professional development needs. The book is therefore an ideal text for teachers taking courses that may lead towards an advanced qualification in teaching or who are undertaking in-service training and action research programs. Teachers approaching'threshold assessment'will find the book useful in reflecting on the quality of their teaching.

First Published in 2000. As this book illustrates, the processes of induction are particularly tricky in today's schools where colleagues with responsibility for supporting new entrants to the profession are also charged with judging their capabilities and monitoring their progress. The author has drawn on her experience as a teacher, a teacher-trainer and an inspector to analyse exactly what needs to be done in order to maximise the value of the induction process for new teachers and to guide the work of experienced tutors so that their role is both rigorous and gratifying. She has tested her understanding of induction by running courses for tutors and by interrogating the latest research findings on the subject. The result is a comprehensive handbook packed with information, a set of useful forms and a series of related activities with which induction tutors can test their own understanding of the most pertinent issues.

A positive and calm classroom environment enriches the teaching and learning experience for teachers and children alike. Using his invaluable experience working in pupil referral units and as a head teacher, David Wright shows how the ideal primary classroom environment can be achieved through many useful practical ideas and suggestions. Backed by up-to-date research on how we learn and how best to teach, the clear and concise chapters cover broad teaching skills including: how to create a positive learning environment where pupils feel valued, prepared to leave their'comfort zone', and willing to ask questions understanding what effects certain aspects of your behaviour can have on children behaviour management strategies that allow the children to take responsibility for their actions making the most of colleagues, parents and your community to provide memorable learning experiences. Written by a teacher for teachers, Classroom Karma is essential reading for all those looking to establish a successful learning environment where pupils feel valued and motivated in the primary classroom and beyond.

Classroom management is key to a successful teaching career. This book has survival advice for NQTs as well as ideas to develop the skills of more experienced teachers. It should: appeal directly to the reader with engaging examples from real classrooms; help readers to cope with every aspect of school life, including the staff room and teacher/parent meetings; and enable readers to pre-empt general classroom management problems.

First Published in 2000. All teachers want to get better at teaching. Sometimes the frantic pace of school life, the heavy demands and the need to conform to different people's expectations, conspire to suppress their creativity and initiative. This book provides a combination of explanation, challenge and practical activities to help busy practitioners enhance their work with pupils and make the best of their teaching opportunities. It is written in the belief that it is possible to get better at teaching by translating the time spent on a careful study of relevant issues into practical classroom experience, and using this experience as a basis for further reflection and study.

This work offers a challenging approach to enhancing children's learning through a process of reflective analysis called'innovative thinking'. Using practical examples drawn from a variety of learning contexts, the author: provides a framework for reviewing and reflecting on classroom experience, focusing particularly on those aspects of teaching and learning that are surprising, puzzling or worrying; outlines a series of steps that should help teachers generate new ideas and practical strategies to guide the development of their work; offers an approach which emphasizes strategies that can be incorporated into teachers'work with the whole class, and to the potential benefit of all children; and illustrates how'innovative thinking'can assist teachers in enhancing the learning and inclusion of individual children whose classroom responses give cause for concern.

Written to coincide with the introduction of Induction Standards for new entrants to the teaching profession, this text aims to help to smooth the transition from theory and supervised teaching to independent reflexive practice. It provides a combination of explanation, challenge, practical activities and authentic case studies. The author acknowledges the importance of professional development during the induction year and advocates the gradual implementation and reinforcement of effective strategies for good teaching. He also urges readers to develop the creative, intuitive and'natural-born'abilities that help to fashion their own individual teaching styles. Though informed by the Induction Standards, the aim of the book is to help teachers set ambitious personal and professional expectations through which they will realize their full potential.