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Based on extensive research as well as the author's own teaching and mentoring experience, this lively book covers best practices in the essentials of teaching-from organizational tips to proven pedagogic and classroom management techniques. It combines insights from some of the most respected psychologists and educational thinkers with hundreds of firsthand discussions. In style, the book combines the intellectual rigor of a college textbook with the readability, practical relevance, and appropriate humor common to bestselling how-to manuals. While avoiding oversimplification, the author has distilled this vast reservoir of expert wisdom into an easily-digestible guidebook packed with diagrams, interviews, anecdotes, and case studies. The result is both enlightening and enjoyable to read.
The whole philosophy behind students learning a Modern Foreign Language is based around the following techniques which aim to provide learning and engagement: Word Recognition & Key Vocabulary, Paragraph-Building. Jake Hunton includes Vocab Fun-Learning Activities (VFLAs) - suggested teaching & learning strategies based on how to engage students in learning vocabulary. They are all in-class strategies that directly impact on students' engagement & their recall & recognition of vocabulary in the modern foreign language. A number of these strategies are based around students having access to the vocabulary in the lesson and encouraged to learn (through recognition and recall) any vocabulary that the teacher chooses. A key issue with these strategies is that students struggle or are disengaged from the outset at having to learn lists of vocabulary. Using these strategies students' learning of vocabulary is made active in the lesson by the teacher.
Not many of us get a chance to share their teaching-learning experiences with others. Here I am, sharing my experiences by focusing on a fact, that, students we teach are on transit; they eventually leave schools and proceed with their lives in their respective communities. Our social and pedagogical obligation as educators is to teach them skills to use after exiting educational institutions, that is, helping them gain community skills. The development of community skills starts with an understanding that communities and schools interlink. That is, learners who go to school expect to use the knowledge they gain to serve their communities. This calls for a broader vision of learning that goes beyond the four walls of classrooms. It is an ideology that persuades educators to produce graduates with apposite levels of academic achievements as well as broad community skills like ability to think, be responsible, make decision and solve problems. Everyone, almost every day, uses these skills. Educators thus are pressed to think of ways to knit together learning and community's aspirations. This can be done by engaging learners in activities that help build their community skills. Every educator teaches these skills, consciously and unconsciously. This resource contributes some ideas and processes that can enhance educators' role of imparting community development skills.
An encyclopedic how-to guide for the universal early childhood program problems. Practical Solutions to Practically Every Problem attempts to provide solutions to every possible problem faced by early childhood teachers—before teachers encounter them. This classic resource has been updated to focus on current issues faced by educators, including teaching twenty-first century life skills, technology, and cultural responsiveness. This easy-to-use guide gives you quick practical help, now! Educators will save time and energy with over eight hundred solutions to two hundred problems, including: Daily dilemmas and classroom issues Partnering with families to raise happy children Dealing with problematic behaviors from co-workers Learning to take care of yourself to prevent burn-out Steffen Saifer, EdD, a former early childhood teacher and Head Start director and trainer, is currently an international consultant and writer based in Spain. He has worked on projects for the Open Society Foundation, The World Bank, and UNICEF, in many countries including Bangladesh, Russia, and Zimbabwe. Dr. Saifer works with programs on culturally responsive curriculum development and implementation and with universities to develop graduate programs for ECD teachers, administrators, and leaders. When in the United States, Saifer resides in Portland, Oregon
Literacy coaches are often former classroom teachers who have little or no coaching training. This book provides tools and tips to guide literacy coaches as they work in schools to promote more effective literacy instruction.

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