Issue 16.2

Who you gonna call? – Using specialists effectively

The movement towards professional development being school focused and school-led raises important implications for the important contribution of external expertise. Philippa Cordingley and Natalia Buckler explore the evidence for using specialists effectively and cast light on who they are.

6 Feb 2014
24mins

Professional Development

‘Children see differently from us’ – A fresh perspective on school improvement

Who determines the nature of school improvement? Judy Durrant provides fresh thinking where teachers and children are the agents of school improvement and contribute to decisions about the nature and purpose of schooling.

6 Feb 2014
24mins

Professional Development

How to… mentor a student teacher in school

While higher education will introduce students to key issues and to research-informed understanding about learning, teaching, curriculum and assessment, schools will lead the development of application and classroom practice. This guide provides advice on ways to support a student teacher in your school.

6 Feb 2014
24mins

Professional Development

How to… extend a repertoire of strategies to manage behaviour

A range of strategies for managing unruly behaviour while maintaining positive relationships. This guide divides the strategies into three groups - minimal, routine and assertive levels of teacher action - and offers some examples of their implementation.

6 Feb 2014
24mins

Professional Development

How to… develop and evaluate classroom practice using ‘Lesson Study’

Lesson Study blends teacher creativity with scientific rigour to establish systematic processes for teacher learning about classroom practice. Here's a brief guide to using it in your own classroom.

6 Feb 2014
24mins

Professional Development

How to… analyse the use of classroom time

However well-organised a classroom is, and however good one’s organisation of resources, when pupils start to use that space, it can lead to a significant amount of ‘evaporated time’. This section will help you re-analyse the way in which space and resources, and pupils’ use thereof, are designed and managed.

6 Feb 2014
24mins

Professional Development

How to… examine our perceptions of pupils

It has been found that teacher judgements are affected by the gender, ethnicity, or social class of the pupils, which can result in unfair treatment of pupils. As reflective teachers, we must focus on supporting and enhancing the achievement of all pupils in our care.

6 Feb 2014
24mins

Professional Development

How to… develop teacher education through reflective practice

Introduction to this issue's 'How to' guide, in which Andrew Pollard examines how to use reflective teaching as a fundamental part of school-led teacher education. (Open access)

6 Feb 2014
24mins

Professional Development

The coach in the classroom: Practical strategies for using student voice to improve teaching

“Student voice” and student participation have become established features in most schools, but is this restricted to input about school meals rather than teaching and learning? Marcella McCarthy provides practical guidance on how teachers can ensure students become genuine partners in shaping classroom pedagogy.

6 Feb 2014
24mins

Professional Development

“Decoro, Sprezzatura, Grazia” – A creative metaphor for teaching and teachers’ learning today?

What metaphors get closest to describing the kinds of qualities and skills that teachers need to acquire? Lesley Saunders calls for greater public awareness of the depth and complexity of teachers’ professional knowledge.

6 Feb 2014
24mins

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Issue 16.2

Who you gonna call? – Using specialists effectively

‘Children see differently from us’ – A fresh perspective on school improvement

How to… mentor a student teacher in school

How to… extend a repertoire of strategies to manage behaviour

How to… develop and evaluate classroom practice using ‘Lesson Study’

How to… analyse the use of classroom time

How to… examine our perceptions of pupils

How to… develop teacher education through reflective practice

The coach in the classroom: Practical strategies for using student voice to improve teaching

“Decoro, Sprezzatura, Grazia” – A creative metaphor for teaching and teachers’ learning today?

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