Download Am I Teaching Well? Self-Evaluation Strategies for Effective by Hanna Cabaj, Vesna Nikolic PDF

By Hanna Cabaj, Vesna Nikolic

ISBN-10: 0887510876

ISBN-13: 9780887510878

This can be a source for lecture room practitioners, pre-service academics and instructor running shoes. each one bankruptcy offers a chain of self-assessment initiatives that can assist you replicate and enhance on a variety of points of your instructing perform. themes contain establishing for guide, designing courses and classes, utilizing assets and integrating know-how, lecture room presentation, responding to pupil questions and inspiring participation, offering suggestions, expanding motivation, evaluate, software overview, improvement. quite a few self-evaluation workouts are totally photocopiable with no infringement of copyright, and the ebook is illustrated all through with funny drawings. The ebook concludes with an appendix that takes you step by step via strategies for self-evaluation utilizing video or audio recording, a very powerful technique that might particularly allow you to see your self as others do. Written through skilled academics in a right away, right down to earth, light-hearted kind, ''Am I educating Well?'' deals not just possibilities for self-assessment but additionally targeted info on confident instructing perform. The authors' history in language instructing is highlighted in designated sections that may be of specific curiosity to these educating overseas or moment languages to newbies of every age. With its finished scope and easy-to-follow, hands-on procedure, this publication is certain to develop into a career-long accomplice for all lecturers drawn to operating towards excellence of their school room functionality.

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Extra resources for Am I Teaching Well? Self-Evaluation Strategies for Effective Teachers

Sample text

Principals play an important role in facilitating teacher leadership. They need to be active rather than passive supporters and need to help teacher leaders broker relationships. They must build support by explaining the role, establishing responsibilities, and working with the schedule to incorporate the work of teacher leaders into the structures of the school. This means the principal will have to provide common planning time, substitute coverage for peer observations, use faculty meetings for teacher learning, ensure professional development for teacher leaders, and expect teachers to work on improving instruction.

Chapter 2 provides a primer about how students learn, drawing on research in the neurosciences and the cognitive psychology of school learning. Chapter 3 focuses on motivation and the critical role motivation plays in the teaching–learning process. Chapter 4 includes discussions about the nature of knowledge, particularly how our current perspectives impact the purposes of schools and curriculum design. Chapter 5 describes instructional differentiation as an important feature in contemporary classrooms and provides practical guidance to teachers on ways to attend to individual needs and learning styles.

This type of knowledge is most often acquired from reading books such as this one, attending classes, or going to workshops. A second kind of knowledge is knowledge of one’s own practice. This is knowledge about particular practices individual teachers use in their classrooms and the effects these have on student motivation and learning. The reflection boxes we provide throughout the book and the approaches to teacher learning described in Chapter 15 Teaching and Learning in Today’s Schools • 13 are particularly valuable for helping to construct knowledge about one’s own practice because they provide structures for discussion and reflection on teaching practices.

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Am I Teaching Well? Self-Evaluation Strategies for Effective Teachers by Hanna Cabaj, Vesna Nikolic

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