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This text challenges the seemingly complex teaching profession and the various initiatives, strategies and ideas that are regularly suggested. Fawcett tackles myths head on, shares the latest research and explains how this will look translated to a classroom environment.
List of contents
Foreword
Preface
Acknowledmgents
Introduction
Chapter 1: Isn't lesson planning just a box ticking exercise?
Chapter 2: Why do they seem to remember in lessons, but then forget it in the test?
Chapter 3: Asking more questions is better. Isn't it?
Chapter 4: For all the time and effort, is feedback actually worth it?
Chapter 5: Differentiation: Isn't that just making 30 worksheets for my 30 students?
Chapter 6: Isn't teaching English just for English teachers?
Chapter 7: Are we just doing data because we've been told to do data?
Getting a little better at getting a little better by Chris Moyse
References
Index
About the author
David Fawcett has been a teacher for over ten years in English secondary schools. He is also a speaker, trainer and organiser of multiple teaching conferences in the UK. His goal is to make teachers more aware of what might work in the classroom by bridging the gap between educational research and everyday practice.
Summary
This text challenges the seemingly complex teaching profession and the various initiatives, strategies and ideas that are regularly suggested. Fawcett tackles myths head on, shares the latest research and explains how this will look translated to a classroom environment.
Additional text
"Relearning to Teach is not so much a call to arms as an invitation to pull up a chair, get comfortable and have a good old natter about all things teaching and learning... If you’re looking to choose one book from the plethora of those currently being plugged in EduTwitter circles then, for its pure integrity, honesty, authenticity, wisdom and accessible style, you won’t go far wrong with this one." Rachel Rossiter, Schools Week
