Learning to Teach

Now that you've made the decision to teach and you've chosen the route (for example PGCE, School Direct, Teach First, Troops to Teachers, School-based training), what are the nuts and bolts of teaching? What do you, as a trainee teacher or new classroom practitioner, really need to know? What are the day-to-day essentials that will help you rise to the challenge of your teaching role and become an outstanding teacher?Whatever your training route to becoming a fully qualified teacher this is a practical guide to teaching that will help you 'hit the ground running' in your role! It offers a comprehensive overview of teaching with a focus on the essential aspects of learning how to teach. This includes learning from colleagues through observation, planning and delivering lessons, classroom presence and control along with specific advice on asking questions, assessment and the use of technology in the classroom. In short, the all-important fundamentals of 'what to do in the classroom'. Packed with helpful information and ideas this book will help you approach the practical business of teaching with confidence. Exciting, accessible and conversational it is designed to give you an overview of pedagogy and how it can be put into practice, as well as a greater understanding of how teaching in schools is planned, developed and delivered. With its rich range of ideas and useful features this is the ideal textbook for trainee teachers on any teacher-training route, ending with practical help and advice on applications and interviews so that you can make that all important transition from trainee to employee! Glazzard, Denby and Price provide beginning teachers with a truly engaging introduction to thinking and learning about the art of teaching. Its authentic voice draws upon practical examples, theory and humour (an essential attribute for all teachers!) in order to explore key topics including working effectively with colleagues and managing a teacher workload. Each chapter offers a problem activity to stimulate beginning teachers, and indeed their school-based mentors, to engage in reflection and professional dialogue around issues important for successful learning.Dr Angela Gault, Head of Education Partnerships, University of Wolverhampton, UK