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As a teacher, you are a magician. You conjure understanding where there was none.
Drawing on years of experience teaching in a diverse range of schools and powered by a nuanced understanding of educational research, Greg Ashman presents the most vital ideas that you need to know in order to succeed in teaching. Find out how to avoid common mistakes and challenge some of the myths about what good teaching really is.
Evidence-informed, the book explores major issues you will encounter in schools, including the science of learning, classroom management, explicit forms of teaching, why the use of phonics has been such a controversial issue and smart ways to evaluate the potential of technology in the classroom.
If you are training to teach in primary or secondary education, or in the early stages of your teacher career, this book is for you.
List of contents
Chapter 1: A short history of education
Chapter 2: Classroom management
Chapter 3: The science of learning
Chapter 4: Motivating students
Chapter 5: Explicit teaching
Chapter 6: Alternatives to explicit teaching
Chapter 7: Planning lessons
Chapter 8: Assessment and feedback
Chapter 9: Using technology
Chapter 10: The phonics debate
Chapter 11: To be a teacher
About the author
Greg Ashman grew up in the UK. In 1997, after studying Natural Sciences at Cambridge, he began training as a teacher at the Institute of Education in London. He went on to teach in three London comprehensive schools and took on roles including Head of Science, Assistant Headteacher and Deputy Headteacher. In 2010, he moved to Ballarat, Australia, with his young family. Since then, he has worked as Head of Mathematics at Ballarat Clarendon College. During this time, he has developed an interest in education research and is currently undertaking a PhD in Instructional Design, as well as taking on the role of Deputy Principal at Clarendon.
Summary
Find out how to avoid common mistakes and challenge some of the myths about what good teaching really is.
Report
Greg Ashman has written something about behaviour management that is rare in education: useful and evidence-informed. So many commentators write about children as we would like them to be rather than the ones we find on classrooms. His focus on prevention and cure as simultaneous strategies of core importance, is one of the most overlooked manifestos in the craft of running a room. There s more sense in this one chapter than in half the teacher training courses I have seen on the matter, and I wish that every new teacher had a chance to read, absorb and reflect on its clear and simple wisdom. Tom Bennett
