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Offers advice and practical tips on issues ranging from turning up in school with a hangover and being chronically overtired, to dealing with parents and going on school trips.
This book encourages FE teachers to use the expertise gained from learning how to teach others to teach themselves how to deal with the headaches and realities of college life and to take the opportunity to think more about themselves and their teaching.
When our expectations are met and things go according to plan, we feel a sense of accomplishment; we feel safe, in control, and on track. But when life does not live up to our expectations, we end up with an Expectation Hangover. This particular brand of disappointment is profoundly uncomfortable and can cost us valuable time and energy if not treated and leveraged effectively. Christine Hassler has broken down the complex and overwhelming experience of recovering from disappointment into a step-by-step treatment plan. This book reveals the formula for how to process Expectation Hangovers on the emotional, mental, physical, and spiritual levels to immediately ease suffering. Instead of wallowing in regret, self-recrimination, or anger, we can see these experiences as catalysts for profound transformation and doorways that open to possibility. Often it is only when life throws us a curveball (or several) that we look in a different direction and make room for the kinds of unexpected things that lead more directly to a life we love. By the time you finish this book, you’ll understand why your Expectation Hangover happened and have your own treatment plan — a clear course of action to pursue your goals while preventing future disappointment.
A down-to earth fully up-dated collection of the nation's top teaching rants, that offers solutions to the issues that really bother teachers.
Papers presented at the National Seminar : Quality Improvement in Teacher Education : Problems and Prospects, held at Warangal during 28-29 March 2005.
researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, Craig Barton busts the most damaging myths in education, editing contributions from writers including: Doug Lemov; Bob and Elizabeth Bjork; Mark Enser; and Claire Sealy.
In this cutting-edge volume, scholars from around the world connect affect theory to the field of literacy studies and unpack the role and influence of this emerging area of scholarship on literacy education. Offering an introduction to affect theory and scholarship as it relates to literacy studies, contributors discuss the role of humanizing and dehumanizing influences on schooling and examine the emotional and affective dimensions at individual and communal levels. Arguing that an affective turn requires a radical rethinking of the nature of literacy, these chapters address the impact and import of emotion and affect on reading, writing and calling to action. Grounded in trailblazing research, the contributors push the boundaries of academic writing and model how theoretically-driven writing about affect must itself be moving and expressive.
How teachers may be better educated for a changing global world is a challenge that faces many systems of education worldwide. This book addresses key issues of quality and change in teacher education in the context of the new public management achievement agendas which are permeating teacher education structures, cultures and programmes and the work of teacher educators internationally. Graduate schools of education in the United States and the UK, for example, are making fundamental changes in the structures, courses, programs and faculties that prepare beginning teachers each year. Drawing upon examples from the United States, United Kingdom, China, Hong Kong, Australia and elsewhere, its authors provide a unique critical overview of emerging themes and challenges of raising the quality of teaching and the quality of student learning outcomes. They suggest possible ways forward for teachers, teacher educators, researchers and policy-makers as they seek to raise the quality of teaching and student outcomes whilst sustaining their moral purposes and values of equity, inclusion and social justice. Taken together, the chapters contain informed, critical discussions of “normal education” and “teacher education” of “professional standards”, “4+2/+1” post-degree training, “PGDE versus BEd”, integration of subject specializations and professional education. Each one provides new visions of the teacher as a professional and to cultivate high quality teachers in the West and the Greater China region. For all those interested in issues of quality, change and forward movement in teacher education in contexts of policy led reform, this is a must read.
