A guide to teaching practice

List of Boxes

Foreword to the Revised Fifth Edition

Acknowledgements

Part I. Some Perspectives on Teaching and Learning

1. A Background to Current Developments in Education

introduction

a plethora of innovations: standards and targets

democracy and control in question

stress in teaching

indiscipline and bullying

school diversity

changing the nature of teaching

2. Teacher Training Requirements

introduction

standards for the award of qualified teacher status

skills tests in numeracy, literacy and ICT

mentoring

conclusion

3. The Curriculum

introduction

the Early Years Foundation Stage

the National Curriculum

statutory tests

the National Strategies

conclusion

4. Information and Communications Technology

introduction

what is ICT?

claimed advantages of ICT

concerns about ICT

constructivism and ICT

higher-order thinking and ICT

differentiation

administration

social learning

pedagogy

assessment

evaluating websites

finding out about the school's ICT for teaching practice

evaluating your own use of ICT on teaching practice

5. Legal Issues

introduction

duty of care, supervision and the avoidance of negligence

discipline

safety

data protection

the Education and Inspections Act 2006

teachers' professional responsibilities

implications for student teachers

Part II. Preparation And Planning

6. The Preliminary Visit

introduction

before the visit

what to look for and what information to collect

understanding rules, protocols, procedures and routines

rules and routines at different points during the lesson

particular information to record

7. Aims, Objectives and Intended Learning Outcomes

introduction

two kinds of objectives and intended learning outcomes: (1) behavioural and (2) non-behavioural

some characteristics of behavioural objectives

the student teacher and behavioural objectives

non-behavioural objectives

the debate surrounding the use of behavioural objectives

objectives and intended learning outcomes in individualised learning

conclusion: some suggestions

8. Beginning Curriculum Planning

introduction

the context and levels of planning

the elements of planning

characteristics of the curriculum

subject-based and topic-based approaches to the primary curriculum

staging curriculum planning

examples of planning: Foundation Stage

primary school Key Stage 2

secondary school Key Stage 3

evaluation and review

evaluation of achievement of overall aims for the teaching practice

evaluation of achievements of the scheme of work

weekly and daily evaluations

evaluations of specific lessons

Part III. Practising Teaching

9. Learning and Teaching

introduction

constructivist theory

higher-order thinking

the brain and learning

neuroscience and working memory

metacognition

learning styles

motivation

co-operative learning

key characteristics of effective teaching

key questions for teaching skills

non-verbal teacher communciation

modelling

student teachers' attitudes and expectations and the influence they exert on classroom behaviour

the organisation of learning

10. Early Years and Primary Teaching

introduction

early years teaching

play

socialisation

understanding the classroom

organising the day

implications for student teachers

primary teaching

children's learning in school

classroom organisation

some organisational concepts in primary education

teaching and learning styles in primary classrooms

11. Secondary Teaching

introduction

some requisites of a secondary school student teacher

first meeting(s) with one's classes

lesson phases and presentation skills

homework

setting, grouping and mixed-ability teaching

12. Language in Classrooms

introduction

speaking and listening in educational policy and practice

speaking and listening in the early years

characteristics of talk in classrooms

direct instruction and whole-class interactive teaching

Exposition

Explanation

questions and questioning

discussion

responding

summarising

dialogic teaching and collaborative learning

conclusion

13. inclusion, Equal Opportunities and Diversity

introduction

Gender

ethnicity

special educational needs

gifted and talented students

14. Managing Behaviour in the Classroom

introduction

schools of thought on classroom management

students' expectations of teachers

some factors affecting behaviour in classrooms

what makes students misbehave?

rules and routines in the classroom

suggestions for handling minor misbehaviour problems

dealing with repeated minor misbehaviour

dealing with persistent disruptive behaviour

the ripple effect

issuing reprimands

rewards and punishments

behaviour modification and assertive discipline

anticipating management and control problems in the classroom

behavioural problems with some ethnic minority students

class management on teaching practice

bullying

Part IV. Assessment, Record Keeping and Report Writing

15. Assessment

introduction

the context of assessment

assessment in the early years

assessing pupils' progress

assessment for learning

the purposes of assessment

the types of assessment

reliability and validity in assessments

methods of gathering assessment data

written sources of data collection

non-written sources of data collection

providing opportunities for assessment

designing an assessment task

marking work

a worked example of an assessment activity

16. Record Keeping and Report Writing

introduction

the purposes of record keeping

the use of the record for reporting purposes

the formality of the record

the contents of the record

the audiences of the record

the style and format of the record

the timing of the record entry

writing reports

Notes and References

Bibliography

Index