My Teaching Book in PDF, ePub and Kindle version is available to download in english. Read online anytime anywhere directly from your device. Click on the download button below to get a free pdf file of My Teaching book. This book definitely worth reading, it is an incredibly well-written.
Bringing together three previously unpublished lectures presented to the public by Lacan at the height of his career, and prefaced by Jacques-Alain Miller, My Teaching is a clear, concise introduction to the thought of the influential psychoanalyst after Freud.
Culturally Responsive Teaching and The Brain by Zaretta Hammond Pdf
A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection
It's Only Ever about the Students In today's educational climate of budget shortages, rigid testing standards, and diminishing autonomy in the classroom, how can teachers bring creativity and passion back into their work? Teach Your Class Off offers educators struggling with these issues and feeling burnt out a way to hit the reset button and reconnect with what energizes them about teaching. CJ Reynolds, well-known to the 45,000 subscribers to his YouTube channel, Real Rap with Reynolds, breaks down his methods for learning to teach outside your comfort zone, bringing real-world experiences into your students' lives, using DJ skills to manage the classroom, and finding a way to make magic in your class despite diminishing resources. The refreshing honesty of Reynolds's perspective coupled with his infectious optimism make this a great go-to for any teacher looking for much-needed inspiration. Teach Your Class Off is spoken truth meets slam poetry meets education. Just like Reynolds, this book is real, authentic, and relevant. I couldn't put it down! --HAMISH BREWER, AUTHOR OF RELENTLESS Teach Your Class Off is like no other book you've ever read, and I guarantee you're going to learn new strategies, laugh, and probably even cry at some of the stories. Ten thumbs up! --ADAM WELCOME, EDUCATOR, AUTHOR, SPEAKER, CONSULTANT There are two types of teachers: those who simply transmit information and those who facilitate transformation. CJ Reynolds is the latter. He understands the importance of reaching the mind through the heart.--DR. DHARIUS DANIELS, AUTHOR OF RELATIONAL INTELLIGENCE, LEAD PASTOR, CHANGE CHURCH
You're Teaching My Child What? by Miriam Grossman Pdf
Exposes the lies and misconceptions about sex education taught to American children in school, including information on sexually transmitted diseases, contraception, and homosexuality.
"Teaching is a daunting, challenging endeavor, but author Karen Gazith seeks to help teachers incorporate best practices into their classrooms. Her book The Mindful and Purposeful Teacher: Research-Informed Practice for Every Student in Every Classroom is built on seven well-researched principles that can assist teachers in creating a classroom environment conducive to learning for every student present. The topics covered range from classroom management to establishing learning goals and are applicable to new and veteran teachers alike. These seven principles construct a robust picture of what education can and should be: a safe place of learning and growth"--
Never Work Harder Than Your Students and Other Principles of Great Teaching by Robyn R. Jackson Pdf
Some great teachers are born, but most are self-made. And the way to make yourself a great teacher is to learn to think and act like one. In this updated second edition of the best-selling Never Work Harder Than Your Students, Robyn R. Jackson reaffirms that every teacher can become a master teacher. The secret is not a specific strategy or technique, nor it is endless hours of prep time. It's developing a master teacher mindset—rigorously applying seven principles to your teaching until they become your automatic response: Start where you students are. Know where your students are going. Expect to get your students there. Support your students along the way. Use feedback to help you and your students get better. Focus on quality rather than quantity. Never work harder than your students. In her conversational and candid style, Jackson explains the mastery principles and how to start using them to guide planning, instruction, assessment, and classroom management. She answers questions, shares stories from her own practice and work with other teachers, and provides all-new, empowering advice on navigating external evaluation. There's even a self-assessment to help you identify your current levels of mastery and take control of your own practice. Teaching is hard work, and great teaching means doing the right kind of hard work: the kind that pays off. Join tens of thousands of teachers around the world who have embarked on their journeys toward mastery. Discover for yourself the difference that Jackson's principles will make in your classroom and for your students.
Establishing a teaching routine that works can be tricky and time-consuming. Say hello to My Teaching Routine, an invaluable tried and tested toolkit that will support you in your teaching role. Taking you out of your comfort zone, this book encourages you to reflect on your teaching style and challenges you to understand when things are going well, when things need change and when they need to be dropped. Packed with the author’s extensive experience, anecdotes from teachers, ideas for the classroom and more, this book is the steadfast companion to your teaching journey. Mark Martin MBE aka @urban_teacher is an Assistant Professor in Computer Science and Education Practice.
National Academy of Sciences,Division of Behavioral and Social Sciences and Education,Board on Science Education,Working Group on Teaching Evolution
Author : National Academy of Sciences,Division of Behavioral and Social Sciences and Education,Board on Science Education,Working Group on Teaching Evolution Publisher : National Academies Press Page : 150 pages File Size : 51,9 Mb Release : 1998-05-06 Category : Education ISBN : 9780309063647
Teaching About Evolution and the Nature of Science by National Academy of Sciences,Division of Behavioral and Social Sciences and Education,Board on Science Education,Working Group on Teaching Evolution Pdf
Today many school students are shielded from one of the most important concepts in modern science: evolution. In engaging and conversational style, Teaching About Evolution and the Nature of Science provides a well-structured framework for understanding and teaching evolution. Written for teachers, parents, and community officials as well as scientists and educators, this book describes how evolution reveals both the great diversity and similarity among the Earth's organisms; it explores how scientists approach the question of evolution; and it illustrates the nature of science as a way of knowing about the natural world. In addition, the book provides answers to frequently asked questions to help readers understand many of the issues and misconceptions about evolution. The book includes sample activities for teaching about evolution and the nature of science. For example, the book includes activities that investigate fossil footprints and population growth that teachers of science can use to introduce principles of evolution. Background information, materials, and step-by-step presentations are provided for each activity. In addition, this volume: Presents the evidence for evolution, including how evolution can be observed today. Explains the nature of science through a variety of examples. Describes how science differs from other human endeavors and why evolution is one of the best avenues for helping students understand this distinction. Answers frequently asked questions about evolution. Teaching About Evolution and the Nature of Science builds on the 1996 National Science Education Standards released by the National Research Councilâ€"and offers detailed guidance on how to evaluate and choose instructional materials that support the standards. Comprehensive and practical, this book brings one of today's educational challenges into focus in a balanced and reasoned discussion. It will be of special interest to teachers of science, school administrators, and interested members of the community.
Teaching in Long Underwear: My China by Ernest Danek Pdf
In Teaching in Long Underwear: My China, Ernie Danek shares his experiences of living as a foreigner outside of the major cities in China. As an American entering his early years as a senior citizen, he faced the challenges of teaching for a decade in the Middle Kingdom's public university system. During his time there, he developed an oral English teaching plan for freshman English majors. Ernie observed in his day-to-day experiences the numerous differences between Chinese and American cultures. Many stories were told to him by his students of the grotesque follies that resulted from Chairman Mao’s efforts to expel Western and traditional Chinese influences from China during the Cultural Revolution from 1966 to 1976. Ernie’s students insisted on hearing his American viewpoint of China’s successful launch of a manned, orbital spacecraft. His comment, “It's like watching your little brother learn to walk,” produced both titters and scowls. Teaching in Long Underwear: My China provides an honest account of what it is like to teach outside of the major Chinese cities and what it means to live as a foreigner inside an ancient culture.
Teaching, 30 Years of My Life by Brenda Tate Groat Pdf
Teaching Thirty Years of My Life I think I wanted to be a teacher because I thought it was important. I wanted to do something important. I stayed teaching because much of the time it was fun, and I was I never bored! Think about the times you have watched a little kid do something miraculous, amazing, or hilarious. Kids are fun to watch! They surprise you and keep you young. You cannot help but remember the good and hard times of growing up without actually having to do it over. The flip side to this is the number of times you may have been annoyed with your own child, teenager, adult daughter or son and of course the times you were so angry you couldn't function? Well, multiply that feeling by seventy-five kids each year for thirty years. I'd like to say a thing or two about state and federal mandated tests. Actually, I'd like to say a lot. Thus far, no one has asked for my opinion, but here it is! The feds and the states want the public schools to be accountable. Our society wants assurances the tax dollars they spend will produce educated kids. I get it! Side note: The conspiracy part of my brain cannot help but wonder if the anti-public school fringe has found a way to target the public school system and reduce tax dollars going to this endeavor. Is it possible the people doling out the funds and the mandates for public schools are hoping for failure? Or maybe they just have no clue as to what is needed to educate all of America's children (not just a very few privileged children)? All our children must receive a great education if America wants to remain a worldwide powerhouse. It's amazing to me all the talk about evaluating teachers on student test scores, especially if that measurement is based on an arbitrary cut score; 80 percent, pass, 79 percent, fail. Students are not piece parts. Students cannot and should not be measured like bolts on an assembly line; in-tolerance, out-of-tolerance. People are multi-dimensional. A test will never tell us all that a child knows or doesn't know. In the kindest words, this idea of measuring students and evaluating teachers on a single, high-stakes test is very misguided. More to the point, this is a really stupid idea and a very dangerous practice! Whatever happened to the notion "All kids can learn, but not always at the same time or same rate." When did we ever want people in America to be the same? We all benefit from our differences! When I look over and reflect on the variety and diversity (new buzz word of the decade) of my fellow teachers, not one of us is like the other. Our teaching styles are vastly different. We relate to students differently. We relate with each other differently. We all work together to teach and maximize our students' time with us. I might be less annoyed if student improvement was used as a measure of teacher effectiveness. Even this approach has major flaws. A teacher has a student for nine months. In my case, students are thirteen or fourteen years old. They have had thirteen or fourteen years of prior experiences and baggage before getting to me. Five of those years, school was not even a part of their lives. Research tells us when kids come to school in kindergarten the variances are huge. The thought is, as a school, we should be able to narrow the variances. What actually happens is these variances increase. Is the school or the teachers responsible for this? No! What is going on? Teachers usually have students for about six to seven hours a day and 180 days a year. In the state of Kansas this equates to at least 1116 hours each year. Even if we as a nation ever went to year-round school, the number of days probably wouldn't increase significantly; the days would just be spread out. This might help, might not. Most of the research I've read is not conclusive one way or the other. Time allocated for school learning amounts to just under twenty percent of the hours in a year, 365 days. Teachers can te
Voices of Practice by Sean Michael Morris,Lucy Rai,Karen Littleton Pdf
Not everyone has had a straight and narrow path into academia. Many higher education teachers, in fact, were professionals before they became part of the university or college where they work; and many keep one foot in both worlds even while they teach. Especially in programs designed to support students in a field of practice (education, nursing, and others), teachers find that being an academic or a scholar is supplementary to being a professional. And yet the demands of scholarship remain a component of their academic work-research, publishing, and the rest.Inspired by scholarly narratives like those from Ruth Behar, bell hooks, Jonathan Kozol, and others, Voices of Practice inspects, interrupts, questions, and reconstructs what it means to be a scholar, using deeply personal reflections, poignant vignettes, and carefully examined timelines of intellectual and professional development. This volume features educators who may not at first call themselves "academics" and who have focused their careers on the practice rather than the publishing of scholarship.
Professor Dee L. Eldredge's Teaching Spanish, My Way is a treasure trove of information and a resource manual of over 370 pages to aid Spanish teachers / professors in their efforts to help students learn Spanish. It contains the author’s philosophy of teaching; suggestions for course and class preparation; principles of teaching that he follows; general linguistic, syntax, lexical, phonetic, and morphological explanations; Spanish language rules; Spanish historical, cultural, and geographical information; handouts that have been used a lot by the professor; and cards that have been utilized with great success to teach Spanish, especially at the beginning of classes. Would you like to read information about how to take charge of a class and more about the responsibilities of a teacher? Chapter 1 of the book gives the reader the author’s philosophy of teaching and much information on his perspectives relating to a teacher’s responsibilities. Topics such as being in charge of the class, being prepared for everything, grading practices, using time efficiently during class, presenting grammar, implementing oral drills, students speaking as much Spanish as possible during the class and before / after class with the teacher, being courteous, and others will help you be a better teacher / professor. Would you like to be better organized and run your classes more smoothly? Chapter 2 details many subjects important to course organization, class preparation, and class instruction. As part of course organization, syllabuses, schedule of classes, handouts, marking up textbooks, folders, copies, tests, and examining classrooms are discussed. Appertaining to class preparation, planning of the activities for the next class, grading, recording and placing papers in folders, handouts, and tests are explained. Concerning class instruction and activities, the following topics are presented: directing a class, starting a class, reviewing homework, asking questions, presenting new grammar, practicing new grammar, presenting new homework, reading, using handouts, giving tests/exams, grading and reviewing tests, and ending class. Would you like to have some excellent rules that would help you teach your classes more suitably? Chapter 3 lists the many rules that the author follows in teaching his classes. Some deal with the interaction with students, others with the organization of the classroom, others with the preparation of classes, and others with the way he organizes everything. Would you like to have explanations of grammar and linguistics that very much help you teach more competently? Chapter 4, which is by far the longest, gives explanations of many items in linguistics that can greatly aid Spanish teachers---such as synthetic and analytic languages; declensions; syntactical notation; thematic relations and relators; complementation; arguments; vocalic and consonantal languages; adverbials; markers; a sentence; moods; voices; raising; pro-forms; noun phrases; cases with pronouns; pronouns after prepositions; clitics; leísmo, laísmo, and loísmo; relative pronouns; clitic doubling; determiners; homonyms; verb phrases; verbal complementation; verbal particles; verbal aspect; verb forms; the English “dummy it”; usage comparison of auxiliary verbs in English and Spanish; prepositional phrases; prepositional complementation; modifiers; position of modifier adjectives; conjunctions; multiple meanings of English and Spanish verbs and other words; affirmative and negative words; question words; false cognates; Spanish and English verb problems; the silent h and u; juncture; phonemes; diphthongs; phonetic stress; vowels and consonants; representatives of sounds; spelling problems; cognates; and usage of linguistics in the classroom. This chapter aids the teacher to deliver the whys and wherefores to many grammatical problems—as for example, why the h became silent in Spanish, where the name California came from, and why the Spanish chose habla
Creative Curriculum by Teaching Strategies,Gryphon House,Delmar Thomson Learning Pdf
The Creative Curriculum comes alive! This videotape-winner of the 1989 Silver Apple Award at the National Educational Film and Video Festival-demonstrates how teachers set the stage for learning by creating a dynamic well-organized environment. It shows children involved in seven of the interest areas in the The Creative Curriculum and explains how they learn in each area. Everyone conducts in-service training workshops for staff and parents or who teaches early childhood education courses will find the video an indispensable tool for explainin appropriate practice.
From Camouflage to Classroom: What my Army career taught me about teaching by George Vlachonikolis Pdf
On George Vlachonikolis' 25th birthday, he was holding an SA80 assault rifle. Inside his webbing pouches were 150 rounds of ammunition, two HE grenades, two smoke grenades, a small survival kit, 20 Marlboro Lights, and a medikit that included two sticks of morphine and two tourniquets. Strapped to the left-hand side of his Osprey body armour, within easy reach, was his bayonet. George was in Helmand Province, Afghanistan. On George’s 37th birthday, he was wearing a striped cotton twill shirt and well-ironed beige chinos. A thin fabric lanyard carried his ID badge proudly. In front of him was a class of secondary school students, who were settling down and getting ready for their next lesson. George was in a school in the UK. From Camouflage to Classroom is about everything George learned with the Army in Afghanistan and has brought to his classroom teaching today. By reflecting on the most intense and thought-provoking experiences of his life, George aims to explore the role of the classroom teacher from an original perspective: one based on military principles and practice. This book takes a direct, human and very honest look at the challenges faced by classroom teachers today and offers some military-inspired solutions.
