Effective Teaching

First Published in 2004. In the nineteenth century, teacher training institutions were called 'normal schools', because it was assumed that there was only one way to teach - the 'norm'. Today there is no single style of teaching endorsed by everyone. How teachers teach depends on factors like the age and ability of the children, their background and needs, the nature of the subject or topic being studied and the resources available. The authors draw on their considerable experience of teacher training and research into classrooms, to explore several dimen­sions of teaching. These include planning and preparation, direct instruction, the management of materials and of behaviour, conversation with children, monitoring, and evaluating learning. They show how teachers can improve their competence and meet their aspirations, both individually and with their colleagues. The book will be very useful to trainee and experienced teachers, heads, teacher trainers and inspectors.

Table of Contents:
Introduction Unit 1 WHAT IS EFFECTIVE TEACHING? Written Activity followed by Discussion (1); Unit 2 IMPROVING PERSONAL COMPETENCE Focusing on classroom performance; The nine dimensions of teaching; Practical Activity (2); Practical Activity (3); Annotating an agenda during classroom observation; Written Activity followed by Discussion and Practical Activity (4); Practical Activity followed by Discussion (5); Unit 3 UNDERSTANDING HOW CHILDREN LEARN Discussion Activity (6); A category system for understanding children’s learning; Practical Activity followed by Discussion (7); Practical Activity followed by Discussion (8); Unit 4 CLASSROOM ORGANISATION AND MANAGEMENT The framework for discussion; Discussion Activity (9); Discussion Activity (10); Discussion Activity (11); Teaching style; Discussion Activity (12); Unit 5 INSTRUCTIONAL DESIGN The idea of instructional design; Practical Activity (13); Unit 6 WHOLE-SCHOOL ISSUES The focus on individualisation; A theory of learning; Organising the curriculum; Discussion Activity (14); School organisation and curriculum detail

About the Author :
Richard Dunne is a Lecturer in the School of Education at the University of Exeter. Ted Wragg is Professor of Education at Exeter University and the author of many books including Class Management and, with George Brown, Explaining and Questioning in this series. He writes a regular column for the Times Educational Supplement and is a fre­quent commentator for radio and television on education matters.