Mentoring History Teachers in the Secondary School helps trainee and newly qualified mentors of history teachers in both developing their own mentoring skills and providing the essential guidance their beginning teachers need as they navigate the roller-coaster of the first years of teaching. Offering tried and tested strategies based on the best research and evidence, it covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback guides, observation sheets, and examples of dialogue with beginning history teachers. Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding history teachers. Key topics explained include: • Roles and responsibilities of mentors • The subject knowledge and understanding required by beginning history teachers • Guiding beginning history teachers through the lesson planning process • Supporting the understanding and use of historical concepts • Helping teachers develop approaches to teaching controversial issues • Observations and pre- and post-lesson discussions Filled with the key tools needed for the mentor’s individual development, this new text offers an accessible guide to mentoring history teachers with ready-to-use strategies that support, inspire and elevate both mentors and beginning teachers alike.

Mentoring History Teachers in the Secondary School helps trainee and newly qualified mentors of history teachers in both developing their own mentoring skills and providing the essential guidance their beginning teachers need as they navigate the roller-coaster of the first years of teaching. Offering tried and tested strategies based on the best research and evidence, it covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback guides, observation sheets, and examples of dialogue with beginning history teachers. Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding history teachers. Key topics explained include: • Roles and responsibilities of mentors • The subject knowledge and understanding required by beginning history teachers • Guiding beginning history teachers through the lesson planning process • Supporting the understanding and use of historical concepts • Helping teachers develop approaches to teaching controversial issues • Observations and pre- and post-lesson discussions Filled with the key tools needed for the mentor’s individual development, this new text offers an accessible guide to mentoring history teachers with ready-to-use strategies that support, inspire and elevate both mentors and beginning teachers alike.

• Why are some teachers and student teachers better at managing pupil behaviour than others?
• What are the factors which make a difference to classroom climate?
• Can any teacher or student teacher become accomplished at managing pupil behaviour?

Managing Pupil Behaviour provides routes through the classroom management maze to help practising and aspiring teachers learn to manage behaviour effectively in their classrooms. Using a unique 10-point scale, it encourages teachers to think about the degree to which they are relaxed and in assured control of their classrooms and can enjoy their teaching.

Drawing on the views of over 140 teachers and 700 pupils, it provides insights into the factors which enable teachers to manage learning effectively in their classrooms, so that pupils can learn and achieve, and teachers can enjoy their work. Key issues explored include the factors that influence the working atmosphere in the classroom, the impact of that atmosphere on teaching and learning, and tensions around inclusive practice and situations where some pupils may be spoiling the learning of others.

This new edition has been fully updated to take account of recent research and inspection findings and includes a new chapter exploring the wide range of sophisticated skills that expert teachers deploy in order to get pupils to want to learn, and to enable teachers to work in classrooms where the climate is perfect for learning.

Managing Pupil Behaviour will help all teachers ensure the right to learn for all the pupils in their care and to think about different ways to approach this vitally important aspect of their working lives.

In some hands, history can be an inspirational and rewarding subject, yet in others it can seem dry and of little relevance. Learning to Teach History in the Secondary School, now in its fifth edition and established as one of the leading texts for all history student teachers, enables you to learn to teach history in a way that pupils will find interesting, enjoyable and purposeful. It incorporates a wide range of ideas about the teaching of history with practical suggestions for classroom practice. The fifth edition has been thoroughly updated in the light of recent developments in the field of history education. The book contains chapters on: * Purposes and benefits of school history * Planning strategies * Teaching approaches and methods * Developing pupils' historical understanding * Ensuring inclusion * New technologies in the history classroom * Assessment and examinations * Your own continuing professional development Each chapter includes suggestions for further reading, weblinks to useful resources and a range of tasks enabling you to put learning into practice in the classroom. Written by experts in the field, Learning to Teach History in the Secondary School offers all training and newly qualified teachers comprehensive and accessible guidance to support the journey towards becoming an inspirational and engaging history teacher.

In some hands, history can be an inspirational and rewarding subject, yet in others it can seem dry and of little relevance. Learning to Teach History in the Secondary School, now in its fifth edition and established as one of the leading texts for all history student teachers, enables you to learn to teach history in a way that pupils will find interesting, enjoyable and purposeful. It incorporates a wide range of ideas about the teaching of history with practical suggestions for classroom practice. The fifth edition has been thoroughly updated in the light of recent developments in the field of history education. The book contains chapters on: * Purposes and benefits of school history * Planning strategies * Teaching approaches and methods * Developing pupils' historical understanding * Ensuring inclusion * New technologies in the history classroom * Assessment and examinations * Your own continuing professional development Each chapter includes suggestions for further reading, weblinks to useful resources and a range of tasks enabling you to put learning into practice in the classroom. Written by experts in the field, Learning to Teach History in the Secondary School offers all training and newly qualified teachers comprehensive and accessible guidance to support the journey towards becoming an inspirational and engaging history teacher.

Despite the high profile of ICT in education, finding practical and meaningful ways to integrate ICT into lessons can be a difficult and overwhelming task. This book explores the current use and potential of ICT in the secondary history curriculum, and offers sound theory and practical advice to help secondary history teachers use ICT effectively.
Key areas covered are:
*getting started in ICT and history
*short, medium and long-term planning
*using ICT to develop historical understanding and skills
*data handling in the history classroom
*ICT and maps
*integrating virtual resources with the real world of teaching and learning
With contributions from leading academics and practitioners in history education, this book will be important reading for all secondary history teachers and trainee teachersand will also be of interest to upper primary school teachers.

Why are some teachers better at managing pupil behaviour than others?

How do teachers persuade pupils to want to learn?

Why is the working atmosphere in the classroom such an important part of teachers working lives? Can anyone become good at classroom management?

Classroom management is a major element of the teaching and learning process, impacting on standards of achievement, pupil motivation, and the quality of teachers' working lives. Managing Pupil Behaviour provides routes through the classroom management maze and will help practising and aspiring teachers to learn to manage behaviour effectively in their classrooms.

The book draws on the views of over 100 teachers and 700 pupils to determine what factors help teachers to manage learning effectively in their classrooms, so that pupils can learn, and teachers can enjoy their work. Teachers and pupils provide eloquent testimonies on why some teachers become better than others at getting pupils to want to learn and to behave well.

The book also includes a unique 10-point scale that encourages teachers to think about the degree to which they are relaxed and in assured control of their classrooms and can enjoy their teaching. The scale is designed to get teachers to think about:

• factors influencing the working atmosphere in the classroom
• the influence of the working atmosphere in the classroom on teaching and learning
• equal opportunities issues surrounding the tension between inclusion and situations where some pupils may be spoiling the learning of others.

Managing Pupil Behaviour has been written to help all teachers think about different ways to approach this vitally important aspect of their working lives.

Contents:
Introduction 1. Recruiting and Retaining Good Teachers: A Non-Trivial Facet of Education Policy 2. What Do Job Seekers Want? 3. What Factors Influence the Quality of Trainees' School Experience? 4. What Are Trainee Teachers Looking for in their First Posts? 5. What Do Teachers What? The Quality of Teachers Working Lives 6. How Do Schools Attract and Retain Good Supply Teachers? 7. So What Can Schools Do?

Nearly all history teachers are interested in how new technology might be used to improve teaching and learning in history. However, not all history departments have had the time, expertise and guidance which would enable them to fully explore the wide range of ways in which ICT might help them to teach their subject more effectively.

This much-needed collection offers practical guidance and examples of the ways in which new technology can enhance pupil engagement in the subject, impact on knowledge retention, get pupils learning outside the history classroom, and help them to work collaboratively using a range of Web 2.0 applications.

The chapters, written by experienced practitioners and experts in the field of history education and ICT, explore topics such as:

• how to design web interactivities for your pupils
• what can you accomplish with a wiki
• how to get going in digital video editing
• what to do with the VLE?
• making best use of the interactive whiteboard
• designing effective pupil webquests
• digital storytelling in history
• making full use of major history websites
• using social media.

Using New Technologies to Enhance Teaching and Learning in History "is essential reading for all trainee, newly qualified and experienced teachers of history. It addresses many of the problems, barriers and dangers which new technology can pose, but it also clearly explains and exemplifies the wide range of ways in which ICT can be used to radically improve the quality of pupilsOCO experience of learning history.

Nearly all history teachers are interested in how new technology might be used to improve teaching and learning in history. However, not all history departments have had the time, expertise and guidance which would enable them to fully explore the wide range of ways in which ICT might help them to teach their subject more effectively. This much-needed collection offers practical guidance and examples of the ways in which new technology can enhance pupil engagement in the subject, impact on knowledge retention, get pupils learning outside the history classroom, and help them to work collaboratively using a range of Web 2.0 applications. The chapters, written by experienced practitioners and experts in the field of history education and ICT, explore topics such as: how to design web interactivities for your pupils what can you accomplish with a wiki how to get going in digital video editing what to do with the VLE? making best use of the interactive whiteboard designing effective pupil webquests digital storytelling in history making full use of major history websites using social media. Using New Technologies to Enhance Teaching and Learning in History is essential reading for all trainee, newly qualified and experienced teachers of history. It addresses many of the problems, barriers and dangers which new technology can pose, but it also clearly explains and exemplifies the wide range of ways in which ICT can be used to radically improve the quality of pupils' experience of learning history.

Despite the high profile of ICT in education, finding practical and meaningful ways to integrate ICT into lessons can be a difficult and overwhelming task. This book explores the current use and potential of ICT in the secondary history curriculum, and offers sound theory and practical advice to help secondary history teachers use ICT effectively.
Key areas covered are:
*getting started in ICT and history
*short, medium and long-term planning
*using ICT to develop historical understanding and skills
*data handling in the history classroom
*ICT and maps
*integrating virtual resources with the real world of teaching and learning
With contributions from leading academics and practitioners in history education, this book will be important reading for all secondary history teachers and trainee teachersand will also be of interest to upper primary school teachers.