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• Cover
• Half Title
• Series Page
• Title Page
• Copyright Page
• Table of Contents
• List of illustrations
• List of tasks
• List of contributors
• Acknowledgements
• Introduction
• Developing your philosophy of teaching and learning
• How to use this book
• 1 BECOMING A TEACHER
• 1.1 What do teachers do?
• Introduction
• Your role as a teacher
• Your role in raising attainment and improving life chances
• Your work in the classroom
• Professional knowledge for teaching
• Your personal subject construct
• Managing the learning environment: a key part of your general pedagogic knowledge
• Effective teaching
• Your digital profile: what image do you want to project?
• 1.2 Beginning teachers’ roles and responsibilities
• The key players in the school and your ITE programme
• Navigating your school placement
• Community level: school locality
• Organisational level: school organisation and culture
• Interpersonal level: collaborative professional learning
• Individual level: your professional learning journey
• 1.3 Developing your resilience: Managing stress, workload and time
• What is resilience?
• Building your resilience
• Signs that current levels of resilience are not up to current demands
• Preventing, managing and coping with stress
• Managing your time and workload
• 1.4 Using digital technologies for professional practice
• Understanding the relevance of digital technologies for you and your pupils
• Plan to teach using digital technology resources to enhance the pupil learning experience
• The potential of online learning
• As a teacher, what do I need to know regarding digital technologies?
• The relevance of digital technologies for you and your pupils
• Using an appropriate framework for auditing your knowledge and understanding of digital technologies
• Understanding your role and responsibility in promoting online safety for both yourself and the pupils you teach
• Being part of world-wide digital community
• 2 BEGINNING TO TEACH
• 2.1 Reading classrooms: How to maximise learning from classroom observation
• Preparing to observe: some general points
• Who should you be observing and why?
• How lessons begin and end
• The structure of a lesson and transitions
• Teacher talk and oral feedback
• Pupil talk and interaction
• Observing management of pupils and encouraging learning behaviours that maximise learning
• Observing assessment for learning
• How does the teacher use learning resources and aids during the lesson?
• Subject content-focused observation
• Using video to support lesson observation
• Collaborative teaching as a form of observation
• 2.2 Schemes of learning, units of learning and lesson planning
• Planning what to teach and how to teach it
• Schemes of learning, units of learning and lesson plans
• Planning parts of a lesson
• 2.3 Taking responsibility for the whole class
• Personal – being the teacher
• Personal attributes
• Confidence
• Communication
• Interpersonal relationships
• Routines
• Classroom management
• Relationships in the classroom
• Expectations of and for learning
• Outcomes
• Planning
• Challenges to anticipate
• Subject knowledge and pedagogy
• 2.4 Working effectively with your mentor
• The role of your mentor
• What you can expect from your mentor
• The mentor’s expectations of you
• Understanding how you can contribute fully to the development of an effective mentor–mentee relationship
• Engaging in effective professional dialogue
• Concerns about progress
• When issues occur between the mentor and mentee
• 3 CLASSROOM INTERACTIONS AND MANAGING PUPILS
• 3.1 Communicating with pupils
• Verbal communication
• Types of verbal communication
• Computer-mediated communication
• Non-verbal communication
• 3.2 Motivating pupils
• What is motivation?
• Theories of motivation
• Applying theories of motivation to your teaching
• Influencing the motivational climate in the classroom
• Strategies to facilitate personal achievement (success)
• 3.3 Managing classroom behaviour: Adopting a positive approach
• Whole-school behaviour policy
• What is unacceptable behaviour?
• Scoping the causal factors
• Key principles of a behaviour for learning approach
• Getting the simple things right!
• Rights, responsibilities, routines and rules
• Consequences
• 3.4 Conceptualising and theorising primary–secondary transitions
• Conceptualisation of primary–secondary transitions
• Successful transitions
• Discourse around primary–secondary transitions
• Theorisation of transitions
• Impact of primary–secondary school transitions on educational and wellbeing outcomes
• Planning and preparation for primary–secondary transitions
• Factors having an impact on pupils’ transition experiences
• What seems to work for pupils?
• 4 MEETING INDIVIDUAL DIFFERENCES
• 4.1 Pupil grouping, progression and adaptive teaching
• Grouping pupils across the school
• Progression and adaptation
• Case studies of pupils
• 4.2 Adolescence, health and wellbeing
• About growth and development
• Mental health issues
• Identity development
• Diet, health and wellbeing
• 4.3 Cognitive development
• Differences between pupils
• Developing cognitive abilities
• Creative problem-solving
• Measuring cognitive development and intelligence tests
• 4.4 Responding to diversity
• A history of diversity in the UK
• Inclusion and educational equity
• Gender
• Gender identity
• Ethnicity
• English as an additional language
• Socio-economic status
• Looked-after children
• School policy and classroom practice
• Responding to diversity in the classroom
• 4.5 Values education: Discussion and deliberation
• Values education
• Ethical deliberation through discussion
• Critical incidents
• 4.6 An introduction to inclusion, special educational needs and disability
• Background
• Historical context to policies and statutory frameworks
• Thinking, feeling, believing in inclusive education
• Inclusive pedagogy
• Developing knowledge and communities of support
• Cognition and learning
• Social, emotional and mental health
• Sensory and/or physical needs
• Developing communities of support
• Working with your SENCo Working with TAs
• 5 HELPING PUPILS LEARN
• 5.1 Ways pupils learn
• The influence of psychological research on education
• Cognitive developmental theory
• Metacognition/self-regulation
• Social constructivist theory
• Information processing theory (IP theory)
• Cognitive load theory
• Learning (or thinking) styles
• 5.2 Active learning
• What do we mean by ‘learning’?
• Case studies: two pupils learning mathematics
• Defining active learning and experiential learning
• Lifelong learning: the 4 Rs – resilience, resourcefulness, reflectiveness and reciprocity
• Growth mindset
• Thinking together
• Learning how to learn
• Discovery learning
• Rote learning
• Active learning in the classroom: aids to recall and understanding.
• Interdisciplinary learning and rich tasks
• Directed activities related to text (DART) and pupil presentations
• Lesson planning for active learning
• Digital technology and flipped learning
• Developing pupils’ higher-order thinking skills
• Feedback
• 5.3 Teaching styles
• Developing a repertoire of teaching styles
• Information processing models and teaching styles
• Personalised learning and independent learners
• Pedagogy and teaching styles
• 5.4 Improving your teaching: An introduction to practitioner research, reflective practice and evidence-informed practice
• Reflective practice and evidence-informed practice
• Processes of reflective practice and practitioner research
• Research techniques for use in the classroom
• Participatory approaches
• Creative research methods
• Analysing evidence about teaching and learning
• 5.5 Closing the achievement gap: Self-regulation and personalising learning
• Closing the achievement gap
• Raising achievement for all pupils through self-regulation and personalised learning
• Self-regulated learning
• Teaching for self-regulation
• What is meant by personalising learning?
• The principles and practices of personalising learning
• Classroom approaches: teaching/pedagogical strategies
• Differentiation
• 5.6 Educational neuroscience: Classroom practice and the brain
• Neuromyths to avoid
• Brain plasticity and learning
• The science of learning and the reflective practitioner
• 5.7 Developing critical thinking
• The linden tree
• Architecture
• Icons
• The learning space
• Interactions
• Fruits of the tree: creating a critical disposition in your pupils
• 5.8 Creating a language-rich classroom
• Understanding the role of language in learning
• A talking classroom
• Dialogic talk for learning
• Reading the world
• Developing comprehension
• DART – directed activities related to text
• Writing like an expert
• 5.9 Pedagogy: The science, craft and performance of teaching
• What is pedagogy?
• What is pedagogical knowledge?
• Developing your pedagogical knowledge
• Pedagogical tools and your options
• Blended learning approaches
• Pedagogy and the purposes of education
• 6 ASSESSMENT
• 6.1 Developing formative assessment practice for high-impact teaching
• What is assessment?
• Formative assessment
• Formative assessment strategies
• 6.2 External assessment and examinations
• Your own experience
• Types of assessment
• The framework of external assessment in secondary schools
• Validity and reliability
• Teaching externally assessed courses
• The effects of the Covid-19 pandemic on externally assessed examinations
• 6.3 Using assessment data effectively: Making better decisions for teaching and learning
• Making data manageable
• Understanding the quality of assessment data
• Enhancing the quality of assessment data
• Enhancing formative assessment practice to elicit high-quality data
• 7 THE SCHOOL, CURRICULUM AND SOCIETY
• 7.1 Aims of education
• The social and political context of aims
• Thinking further about aims
• Comparing and justifying aims
• Societal and individual aims
• Equal aims for everyone?
• 7.2 The secondary school curriculum
• What is the curriculum?
• The curriculum content: who decides?
• Curriculum theory
• Teachers as curriculum makers
• 8 YOUR PROFESSIONAL DEVELOPMENT
• 8.1 Getting your first post
• Getting started
• Deciding where, and in what type of school, you want to teach
• Looking for suitable vacancies
• Start searching – where to look?
• Check your online professional identity
• Selecting a post that interests you
• Making an application
• Methods of application
• The interview
• Attending the interview
• Teaching a lesson as part of the interview
• The formal interview
• Possible interview questions
• Other questions
• Accepting a post
• If you are not offered a post
• 8.2 Developing further as a teacher
• Becoming a ‘professional’
• Developing a teacher identity
• Developing professional judgement
• Early career development
• Professional learning within a school community
• The impacts of school cultures on professional learning
• 8.3 Accountability
• Accountabilities governing schools and teachers
• Moral and ethical accountability
• The State and its agencies: legal and regulatory accountability
• Employer and contractual accountability
• Aspects of Accountability in England
• Education and Accountability in Northern Ireland
• Education and accountability in Scotland
• The accountability context in Wales
• 9 AND FINALLY
• What values will you pass on?
• Appendix 1: Glossary of terms
• Appendix 2: Subject associations and teaching councils
• Appendix 3: Useful websites
• References
• Author index
• Subject index