Reflective Primary Teaching
Series: Critical Teaching; Critical Teaching
Publisher: Critical Publishing
Published: 2014
Place of publication: Northwich
Language: eng
Number of pages: 194
ISBN-13: 9781909682207; 9781306876513; 9781909682191; 9781909682177; 9781909682184
Subjects: Education; Elementary school teachers; Self-rating of; Elementary school teaching; Primary schools; Study and teaching; EDUCATION; Essays; Organizations & Institutions; Reference
Description: An essential text helping trainees and teachers develop their effectiveness by reflecting on, analysing and improving their practice in the light of a deeper understanding of the professional Standards.
Notes: Providing for pupils with high ability.

Includes bibliographical references and index.
Table of contents: title: Cover; Half-title; Title page; Copyright information; Table of contents; Acknowledgements; Meet the author; Introduction: why reflective primary practice?; What? Who? How? Why?; Reflection and reflecting; 1. Reflecting on your own schooldays; 2. Reflecting on episodes of teaching in which you have been involved as teacher or observer; 3. Reflecting on alternative viewpoints, for example the outcomes of other people's work, and their observations or judgements; 4. Reflecting on material that you have read; Getting the most out of this book; References.; title: 1 Inspiring, motivating and challenging your pupilsLearning outcomes; The importance of expectation; Teachers' expectations of pupils; Expectation, aspiration and society; A safe and stimulating environment; A safe classroom; A stimulating classroom; Setting goals that challenge pupils; Targets and levels; Modelling the attitudes, values and behaviours that you expect of pupils; Performance of understanding; Taking it further; References; 2 Promoting children's learning; Learning outcomes; Accountability; Accountability to children and their parents/carers; Accountability to employers.; title: Accountability to your colleaguesAccountability to the general public; Accountability to yourself; Limiting the scope and weight of accountability; Knowing how children learn; The meanings of 'learning' and 'knowledge'; Learning and creativity; The processes of learning; Behaviourism; Behaviourism, motivation and relevance; Constructivism; Constructivists and stage theories; Constructivists and 'teaching for learning'; Social constructivism; Learning, the brain and learning styles; Involving children in their own learning; Performance of understanding; Taking it further; References.; title: 3 Subject and curriculum knowledgeLearning outcomes; Introduction; Knowing the curriculum; Knowing the subjects: the traditional curriculum; The central role of concepts in understanding subjects; Pedagogical subject knowledge; The limitations of a subject-based curriculum: the connectedness of knowledge; Connecting the curriculum; The primary national curriculum from September 2014; The 2014 national curriculum: implications for your subject knowledge; Performance of understanding; Taking it further; References; 4 Well-structured teaching; Learning outcomes; Introduction.; title: The purposes of planningA planning timescale; From planning to teaching; Planning and teaching: structure and freedom; Planning and teaching: learning and order; Planning and learning: independence and learned helplessness; Evaluating planning, teaching and learning; The teacher's role in designing the curriculum; Performance of understanding; Taking it further; References; 5 Meeting the needs of all pupils; Learning outcomes; Introduction; Including all pupils?; Pupils with special educational needs; Children's diverse backgrounds; The informal and hidden curricula; Differentiation and match.