Learning to Teach in the Primary Classroom / Edition 1

by Anne Proctor, Margaret Entwistle, Brenda Judge, Sandy McKenzie-Murdoch

Overview

This text is specially designed to support student teachers in the school based element of their course. It provides accessible guidance, backed by numerous classroom examples, on the essential knowledge and skills needed to teach effectively. The chapters cover:

* Classroom organisation
* Planning for children's learning
* Teaching strategies
* Assessment, recording and reporting
* Self-appraisal

Each section contains information in concise and practical form. For students wishing to explore subjects in more depth, supplementary material at the end of the chapters includes analysis of curriculum and policy documents, case studies, suggestions for further reading and activities to try out in the classroom. Throughout, novice teachers are encouraged to think about how the basic skills fit together in their professional development and determine the sort of teacher that they will eventually be.

Product Details

ISBN-13:	9780415110655
Publisher:	Taylor & Francis
Publication date:	12/01/1994
Edition description:	New Edition
Pages:	182
Product dimensions:	7.44(w) x 9.69(h) x (d)

About the Author

Anne Proctor is Principal Lecturer at Edge Hill College of Higher Education, with responsibility for the management of programmes for people preparing to teach in the Upper Primary age phase. Her particular interest is understanding the most effective ways of defining the roles of teachers and tutors in the professional preparation of student teachers. She recently completed a PhD in which she explored cooperation between teachers and tutors in the supervision of student teachers in school. The outcomes of the series of studies have been applied to the development of courses in teacher education/training and the development of mentor training programmes for teacher mentors., Margaret Entwistle trained for secondary teaching and spent fifteen years in primary classrooms. She is now a tutor in the School of Teacher Education at Edge Hill College of Higher Education. Her present interests lie in exploring ways in which student teachers develop and learn and she has recently been involved with a Profile of Professional Development to help student teachers monitor their own professional development., Brenda Judge has been headteacher of a large inner-city primary school for eight years and a primary teacher member of the Manchester Education Committee for three years. She is the initiator and co-author of 40,000Minority and Primary Majority, two booklets which prompted the establishment of primary headteacher groups across England and Wales and highlighted the inequalities of provision for primary-aged children., Sandy McKenzie-Murdoch began her career as a primary school teacher where she became acu

Table of Contents

Chapter 1 Introduction; Chapter 2 The Contexts for Learning; Chapter 3 Planning for Learning; Chapter 4 Teaching; Chapter 5 Assessment, Record Keeping and Reporting; Chapter 6 Self-Appraisal Through Profiling;

Editorial Reviews

" This is designed as an introductory book and for those wanting more detail supplementary material is found at the end of the chapters. This includes analysis of curriculum and policy documents, case studies, suggestions for further reading and activities to try out in the classroom. Throughout, teachers are encouraged to think about how the basic skills fit together in their professional development. The book is easy to use, provides plenty of reassuring advice - an excellent book for all trainee teachers." - Sarah Brew, Parents in Touch

'A very useful book. ... Overall, the book is well structured and the introductory chapter is very well written. ... This book achieves what is sets out to do. It is a practical, accessible guide.' - - Times Educational Supplement

‘It is stimulating, well structured, and provides plenty of useful ideas workshop activities...tutors should buy it.' - Education in the North

'I found Learning to Teach in the Primary Classroom a very useful book ... What I liked about each of these chapters is taht the information provided is clear and easy to understand and they are full of practical, down-to-earth advice ... It is obvious from reading through the examples that the authors have their feet on the ground and that the advice offered is based on first hand experience of well tried practice in the classroom ... This book is not simply a "tips for teachers" handbook.' - - Times Educational Supplement

From the Publisher