| Series editor's foreword |
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xi | |
| Who are you? |
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xvi | |
| Who am I? |
|
xix | |
| How to read this book |
|
xxii | |
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Part I Before training to teach |
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1 | (28) |
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1 How to know whether teaching is the career for you |
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3 | (2) |
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2 So, what are you worrying about? |
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5 | (4) |
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3 How important is training to be a teacher? |
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9 | (3) |
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4 How do admissions tutors view prospective applicants for teacher training? |
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12 | (3) |
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5 How to secure a place on a teacher training course |
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15 | (4) |
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6 What to expect in the interview for a teacher training place |
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19 | (3) |
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7 How to do well at interview for a training place |
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22 | (3) |
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8 What to do if you are offered a training place |
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25 | (4) |
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Part II Preparing for teaching practice |
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29 | (14) |
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9 How to prepare for visiting your placement school |
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31 | (3) |
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10 How to dress for teaching practice |
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34 | (2) |
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11 How to refer to yourself on teaching practice |
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36 | (2) |
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38 | (2) |
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13 How to use the staffroom |
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40 | (3) |
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Part III Teacher training |
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43 | (96) |
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14 How to use the Teachers' Standards |
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45 | (1) |
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15 Using Teachers' Standard 1: how to set high expectations |
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46 | (4) |
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16 Using Teachers' Standard 2: how to help your students to achieve good progress |
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50 | (7) |
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17 Using Teachers' Standard 3: how to demonstrate good knowledge of your subject |
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57 | (5) |
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18 Using Teachers' Standard 4: how to plan and teach well-structured lessons |
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62 | (6) |
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19 Using Teachers' Standard 5: how to adapt your teaching to respond to the strengths and needs of all students |
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68 | (7) |
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20 Using Teachers' Standard 6: how to assess students accurately |
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75 | (7) |
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21 Using Teachers' Standard 7: how to establish (and maintain) effective classroom discipline |
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82 | (5) |
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22 Using Teachers' Standard 8: fulfil wider professional responsibilities |
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87 | (4) |
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23 Using Part 2 of the Teachers' Standards: how to conduct yourself as a teacher -- your personal and professional conduct |
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91 | (4) |
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24 How to use language as a teacher |
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95 | (10) |
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25 How to use classroom routines to establish good behaviour as the norm |
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105 | (6) |
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26 How to emphasise your classroom expectations |
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111 | (3) |
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27 How to use your body language to reinforce your expectations of good behaviour |
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114 | (3) |
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28 How to deal with challenging behaviour: Part A: exploring the issues |
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117 | (3) |
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29 How to deal with challenging behaviour: Part B: some possible responses |
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120 | (9) |
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30 How to praise students |
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129 | (2) |
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31 How to be an effective tutor |
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131 | (4) |
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32 How to assess whether you are any good as a tutor |
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135 | (4) |
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Part IV Becoming a teacher |
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139 | (50) |
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33 How to apply for a teaching job |
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141 | (3) |
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34 How to write a good letter of application |
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144 | (3) |
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35 How different application letters compare |
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147 | (7) |
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36 How to be successful at interview |
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154 | (5) |
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37 How to teach a lesson at interview |
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159 | (3) |
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38 How to manage parents' evenings |
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162 | (4) |
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39 How to deal with parental complaints at parents' evenings |
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166 | (4) |
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40 How to deal with a personal complaint against you |
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170 | (2) |
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41 How to respond to a parents' consultation interview that goes badly wrong |
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172 | (4) |
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42 How to deal with the most challenging parents at a parents' evening |
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176 | (3) |
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43 How to write high quality reports |
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179 | (7) |
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44 How to avoid common errors when writing reports |
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186 | (3) |
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189 | (33) |
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45 You're a teacher: what were you worrying about? |
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191 | (27) |
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46 Where next in your career? |
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218 | (4) |
| Afterword |
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222 | (3) |
| Appendix A glossary of educational terms |
|
225 | (23) |
| Appendix B subject word lists |
|
248 | (8) |
| What to read |
|
256 | (7) |
| Index |
|
263 | |
Biežāk uzdotie jautājumi par e-grāmatām