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Informationen zum Autor Neil Bright is an award-winning educator, retired public school administrator, and as a former psychology professor, an instructor of Transactional Analysis for more than thirty years. Currently living in New York’s Catskill Mountains, he has written numerous cultural, political, and sports-related essays and has also authored Those Who Can: Why Master Teachers Do What They Do. Klappentext In any endeavor, it is difficult to know what excellence is without knowing what excellence looks like. Linking theory and practice, Those Who Can: Why Master Teachers Do What They Do illustrates what instructional excellence "looks like" by detailing what elite instructors do and as importantly, why their pedagogical choices lead to uncommonly good student results. Thoughtfully written, clearly explained, and thoroughly researched by a master educator with more than four decades of public school experience, Those Who Can providesschool administrators, education students, and teachers of all experience levels with a no-nonsense practical blueprint indicating what instructional strategies promote learning, what approaches undermine learner performance, and the behavioral principles underlying both outcomes. In demystifying the so-called art of instruction, the approaches outlined in Those Who Can will improve student achievement with little investment other than the time it takes to read the book, the courage to implement its concepts, and an open-minded willingness to challenge the educational status quo of what is for the instructional promise of what could be. Zusammenfassung In any endeavor! it is difficult to know what excellence is without knowing what excellence looks like. Linking theory and practice! Those Who Can: Why Master Teachers Do What They Do illustrates what instructional excellence "looks like" by detailing what elite instructors do and as importantly! why their pedagogical choices lead to uncommonly good student results. Inhaltsverzeichnis PREFACE INTRODUCTION PRACTICE ONE: CLARIFYING VISION PRACTICE TWO: UNIFYING VISION PRACTICE THREE: "PERFORMING" INSTRUCTION PRACTICE FOUR: HOLDING STUDENTS ACCOUNTABLE PRACTICE FIVE: ACCEPTING INSTRUCTIONAL RESPONSIBILITY PRACTICE SIX: MONITORING THOUGHTS PRACTICE SEVEN: MONITORING ACTIONS PRACTICE EIGHT: MAINTAINING DISCIPLINE PRACTICE NINE: QUESTIONING SKILLFULLY PRACTICE TEN: MODELING WHAT MATTERS PRACTICE ELEVEN: PROMOTING EFFORT BELIEF PRACTICE TWELVE: UNDERSTANDING MOTIVATION PRACTICE THIRTEEN: PARTNERING WITH PARENTS16. PRACTICE FOURTEEN: INTERNALIZING KAIZEN 17. BEGINNINGS 18. REVIEWING THE ESSENTIAL PRACTICES OF MASTER TEACHERS 19. APPENDIX 20. REFERENCES 21. INDEX ...
