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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, Kate
Jones considers various principles from cognitive science that can
be used to enhance teaching and learning, including cognitive load
theory, dual coding theory, interleaving, retrieval practice and
spaced practice. Kate has sourced contributions from teachers and
researchers including Jade Pearce, Sarah Cottingham, Adam Boxer,
Jonathan Firth, Paul A. Kirschner, Pedro De Bruyckere and Lekha
Sharma. Kate Jones is a teacher and an experienced leader. She is
the author of seven books and is senior associate for teaching and
learning at Evidence Based Education.
Good behaviour is the beginning of great learning. All children
deserve classrooms that are calm, safe spaces where everyone is
treated with dignity. Creating that space is one of the most
important things a teacher needs to be able to do. But all too
often teachers begin their careers with the bare minimum of
training – or worse, none. How students behave, socially and
academically, dictates whether or not they will succeed or struggle
in school. Every child comes to the classroom with different
skills, habits, values and expectations of what to do. There’s no
point just telling a child to behave; behaviour must be taught.
Behaviour is a curriculum. This simple truth is the beginning of
creating a classroom culture where everyone flourishes, pupils and
staff. Running the Room is the teacher’s guide to behaviour.
Practical, evidence informed, and based on the expertise of great
teachers from around the world, it addresses the things teachers
really need to know to build the classrooms children need. Bursting
with strategies, tips and solid advice, it brings together the best
of what we know and saves teachers, new or old, from reinventing
the wheels of the classroom. It’s the book teachers have been
waiting for.
In this edition, Hamish Chalmers provides a primer on the key
questions teachers and researchers have about the education of
children learning English as an Additional Language (EAL). From the
general implications of teaching children in a language that many
are still in the process of learning, to the specifics of
EAL-friendly pedagogy, this volume includes contributions from both
teachers and researchers in the field: Victoria Murphy, Constant
Leung, Jonathan Bifield, Feyisa Demie, Ann-Margaret Smith, Naomi
Flynn, Holly Joseph, Tracey Costley, Xiao Lan Curdt-Christiansen,
and Eowyn Crisfield. Hamish Chalmers is a lecturer and EAL
researcher at the University of Oxford, vice-chair of NALDIC - the
UK's EAL subject association - and erstwhile primary school
teacher, both in the UK and overseas.
In Running the Room: The Teacher's Guide to Behaviour, Tom Bennett
rewrote the book on behaviour management, and outlined the
psychology and dynamics underpinning student habits. In this
companion, he goes into more detail about how to apply those
principles to the classroom. Addressing a wide range of
circumstances, he explores popular teacher dilemmas such as: How to
deal with students who are late? What are the best ways to work
with parents? Managing cover lessons successfully How to tame
smartphones The best way to design a seating plan How to start the
lesson for the first time Dealing with low-level disruption Getting
the class quiet when you - and they - need it the most And many
more. Using practical examples and evidence-informed techniques,
Tom demystifies the puzzles that complex behaviour often presents,
and guides teachers new and old carefully to a better understanding
of how to run the room they way everyone deserves.
A teacher's job is to create an environment where our students'
engagement in learning proceeds towards an intended direction. In
order for this to occur, we must form a bridge between the teaching
of material in the classroom and how the learning of that
information is being processed and manipulated by our students. The
only way we can do this effectively is through the process of
assessment. Recent theoretical history on how to effectively
establish and implement assessment strategies into policy has
caused much confusion; it is high time to consider how assessment,
marking and feedback have changed over the years so that
conversations about how best to move forward can begin. In this
researchED Guide to Assessment, Sarah Donarski brings together
chapters by Dylan Wiliam, Tom Sherrington, Alison Peacock and many
others to consider the debates, critique the strategies and find
solutions that not only better the progress of pupils but also
assist the wellbeing and manageability of workload for staff.
With a foreword by HRH Prince El Hassan bin Talal of Jordan, this
collection of contributions from leading contributors on the
teaching of Islam in schools is aimed as a step towards improving
intercultural understanding. '...Powerful and elegant... offers the
reader a deeper knowledge of Islamic history and faith, its views
on education and its perceptions of Western culture.' Jackie
Holderness, International School magazine
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, James
Murphy examines the latest evidence surrounding student literacy,
editing contributions from a wide range of writers.
Tom Bennett is the voice of the modern teacher. - Stephen Drew,
Senior Vice-Principal, Passmores Academy, UK, featured on Channel 4
s Educating Essex
Do the findings from educational science ever really improve the
day-to-day practice of classroom teachers?
Education is awash with theories about how pupils best learn and
teachers best teach, most often propped up with the inevitable
research that proves the case in point. But what can teachers do to
find the proof within the pudding, and how can this actually help
them on wet Wednesday afternoon?.
Drawing from a wide range of recent and popular education
theories and strategies, Tom Bennett highlights how much of what we
think we know in schools hasn t been proven in any meaningful sense
at all. He inspires teachers to decide for themselves what good and
bad education really is, empowering them as professionals and
raising their confidence in the classroom and the staffroom alike.
Readers are encouraged to question and reflect on issues such
as:
- the most common ideas in modern education and where these ideas
were born
- the crisis in research right now
- how research is commissioned and used by the people who make
policy in the UK and beyond
- the provenance of education research: who instigates it, who
writes it, and how to spot when a claim is based on evidence and
when it isn t
- the different way that data can be analysed
- what happens to the research conclusions once they escape the
laboratory.
Controversial, erudite and yet unremittingly entertaining, Tom
includes practical suggestions for the classroom throughout. This
book will be an ally to every teacher who s been handed an
instruction on a platter and been told, the research proves it.
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, Karen
Wespieser examines the latest research surrounding pupils with
special educational needs. editing contributions from writers
including: Richard Selfridge; Sabrina Hobbs; Gary Jones; Kenny
Wheeler; Oliver Caviglioli; Rob Webster; Barney Aglis; and Chris
Rossiter.
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, Adam
Boxer examines Direct Instruction, editing contributions from
writers including: Kurt Engelman; Kris Boulton; Greg Ashman; Gethyn
Jones; Tom Needham; Lia Martin; Amy Coombe; Naveen Rivzi; John
Blake; Sarah Barker; and Sarah Cullen
'Tom Bennett is the voice of the modern teacher.' - Stephen Drew,
Senior Vice-Principal, Passmores Academy, UK, featured on Channel
4's Educating Essex Do the findings from educational science ever
really improve the day-to-day practice of classroom teachers?
Education is awash with theories about how pupils best learn and
teachers best teach, most often propped up with the inevitable
research that 'proves' the case in point. But what can teachers do
to find the proof within the pudding, and how can this actually
help them on wet Wednesday afternoon?. Drawing from a wide range of
recent and popular education theories and strategies, Tom Bennett
highlights how much of what we think we know in schools hasn't been
'proven' in any meaningful sense at all. He inspires teachers to
decide for themselves what good and bad education really is,
empowering them as professionals and raising their confidence in
the classroom and the staffroom alike. Readers are encouraged to
question and reflect on issues such as: the most common ideas in
modern education and where these ideas were born the crisis in
research right now how research is commissioned and used by the
people who make policy in the UK and beyond the provenance of
education research: who instigates it, who writes it, and how to
spot when a claim is based on evidence and when it isn't the
different way that data can be analysed what happens to the
research conclusions once they escape the laboratory.
Controversial, erudite and yet unremittingly entertaining, Tom
includes practical suggestions for the classroom throughout. This
book will be an ally to every teacher who's been handed an
instruction on a platter and been told, 'the research proves it.'
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.
This is a practical teacher training manual, interspersed with
humorous, critical reflections from this trainee's older, wiser
self. There are many, many teacher training books that claim to
offer practical advice; some of them are even useful. There are
also humorous books aimed at teachers claiming to offer a zany,
sideways look at our madcap world; some of them even contain a
joke. This book, although light in tone, has a serious intent: to
reassure trainee and beginning teachers that are parachuted into
difficult schools without anything like the right level of
preparation. Tom Bennett walks you through the training and initial
teaching practice, offering practical advice and wisdom from the
more experienced vantage point of hindsight. This double-narrator
style allows you to identify with the situation, learn from the
experience and then critically reflect on your own teaching
journey. But most importantly, this is a teacher training guide
disguised as something actually readable.
This book offers straight talking advice in a question and answer
format on dealing with fidgeting to extreme aggression, and
everything in between. Teaching isn't all about teaching; new
teachers quickly realize that they need to be lion tamers too.
Controlling a class isn't something that comes naturally to
everyone - but it can be learned. This no-nonsense guide tells
teachers what the teacher training didn't, and offers instant
strategies for dealing with the most common, and extreme, classroom
scenarios. Using his experiences of teaching in inner-city schools,
as Behaviour Guru on the TES advice forum, and working as a
nightclub bouncer, Tom Bennett helps teachers, old and new, to
assert their authority in the classroom.
The Bible is arguably the greatest masterpiece of literature ever
produced. But what makes it great? Who decides whether it is great,
accurate, or valid? Is one opinion or interpretation better than
another? These are questions that are best left to the experts...
right? Aging Gracelessly is the culmination of an 18-month study by
the author to read the Bible, analyzing it from the perspective of
a reluctant agnostic... and hopefully find in it a much anticipated
inner peace. It is a genuine attempt to investigate the “Good
Book” without the bias and the influence of others.
All 12 episodes from series 1 and 2 of the British sitcom set in a
high street mobile phone store. The show follows new employee
Christopher (Tom Bennett) as he settles into his job and gets into
various predicaments along with his fellow workers, Ashley (Andrew
Brooke), Jerwayne (Javone Prince), Janine (Emma Fryer) and manager
Lance (Martin Trenaman). Series one episodes are: 'Doctor Who',
'Never On a Tuesday', 'The First Temptation of Chris', 'Bear Bad
Man', 'Salesman of the Month' and 'Soldier, Swingers, Shelley,
Shelley'. Series two episodes are: 'Lance Got Game', 'It's Training
Men', 'The Sleepyman', 'Whatheather', 'Come Dine With We' and
'Revenge of the Razz'.
Tom Bennett's Americana prose and poetry is down-to-earth. It's
more than Chicken Soup. It's Cream of Chicken Soup for the soul.
"Teacher" offers a new approach to professional development that
focuses on building an individual teaching personality, rather than
following a rule book. Most teacher manuals talk about what
teachers need to do. That's useful enough, especially for new
teachers. But no list, however long, can anticipate every
circumstance, and in teaching unusual circumstances are an integral
part of everyday life. But how do experienced teachers know what to
do? Successful teachers develop a Teaching Character; they've
worked on the qualities and personality traits that they need in
order to cope successfully with the full spectrum of situations
that being a teacher can involve. Veterans don't ask themselves,
'What does the teaching guide book tell me?' when confronted with
difficult situations - they react instinctively, based on the
character skills they've developed over time. Unfortunately, for
most people this process of learning is unguided, and unconscious.
It's time for a self-help manual that actually helps. This book
includes case studies and anecdotes, chapter summaries and humorous
illustrations to help teachers reflect on what it means to be a
teacher, and why it is the most rewarding profession there is.
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