This book applies common sense principles to research findings in order to facilitate effective teaching and successful learning.

Featuring a wealth of reflection activities and connections to standards, this concise, easy-to-read teaching methods text equips students with the content knowledge and skills they need to become effective K–8 teachers. The book maximizes instructional flexibility, reflects current educational issues, highlights recent research, and models best pedagogical practices. Current and realistic examples, a section in each chapter on using technology in the classroom, and material on differentiating instruction for diverse learners—including students with special needs and English language learners—make this a must-have resource for any K–8 teacher.

Maybe you’re an undergraduate or graduate student who’s just been appointed a TA. Or maybe you’re a postdoctoral student or a new hire with limited teaching experience. In either case, you’ll be expected – with little to no training – to excel at teaching and to facilitate the learning of your students. Kathy Nomme and Carol Pollock recognize this gap between expectations and preparation and draw on decades of experience in teaching and TA training to offer practical advice on all aspects of being a TA, from interacting with course instructors and dealing with nerves and anxiety, to developing learning exercises and providing positive support for students.

Over 3 million copies have been sold of the preeminent book on classroom management and teaching for lesson achievement. The book walks a teacher, either novice or veteran, through the most effective ways to begin a school year and continue to become an effective teacher. This is the most basic book on how to teach. Every teacher and administrator needs to have a copy. The book is used in thousands of school districts, in over 65 countries, and in over 1000 college classrooms. It works and it's inspiring. Included in this 3rd edition is a free 38 minute Enhanced CD, Never Cease to Learn. This bonus CD features Harry Wong with a special introduction by Rosemary Wong. The motivational message delivered is one all educators must hear and see.

To most of us, learning something "the hard way" implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the authors offer concrete techniques for becoming more productive learners. Memory plays a central role in our ability to carry out complex cognitive tasks, such as applying knowledge to problems never before encountered and drawing inferences from facts already known. New insights into how memory is encoded, consolidated, and later retrieved have led to a better understanding of how we learn. Grappling with the impediments that make learning challenging leads both to more complex mastery and better retention of what was learned. Many common study habits and practice routines turn out to be counterproductive. Underlining and highlighting, rereading, cramming, and single-minded repetition of new skills create the illusion of mastery, but gains fade quickly. More complex and durable learning come from self-testing, introducing certain difficulties in practice, waiting to re-study new material until a little forgetting has set in, and interleaving the practice of one skill or topic with another. Speaking most urgently to students, teachers, trainers, and athletes, Make It Stick will appeal to all those interested in the challenge of lifelong learning and self-improvement.

This publication is the first report from the OECD’s Teaching and Learning International Survey (TALIS). It provides quantitative, policy-relevant information on the teaching and learning environment in schools in 23 countries.

Discusses the importance of training, supporting, and retaining new teachers, presents a step-by-step process for structuring an induction program, and features a list of replicable induction programs.

There's a Chinese proverb that says, "Tell me and I'll forget; show me and I may remember; involve me and I'll understand." Schools that are most successful in producing work-ready graduates are those that involve them, or those that encompass professional development along with their academic coursework. This means rather than just research, presentations and publications, students are encouraged to make connections in industry through work placements, visiting speakers, cross-disciplinary learning, and being exposed to society at large via an international outlook or community engagement. Classrooms in the 21st century have by law become inclusive, typically comprised of general education and special needs students. Included students are those who present with mild to moderate learning and behavioral challenges. They add another layer of complexity to classroom management, requiring teachers to be highly structured, consistent and reinforcing. Teacher fidelity to behavioral expectations that have been established for the classroom is essential. Classroom management strategies discussed include changing the teacher approval to disapproval ratio, using selective ignoring, focusing on structure and routine, increasing student locus of control, de-escalating student aggression and hostility, and limiting the use of punishment. Hands-on strategies are highlighted. Effective Teaching and Successful Learning: Bridging the Gap between Research and Practice explores how educators can combine professional and academic practice to improve teaching and learning. Highlights from the book include: * Debate on the effect of class size on students' academic performance. * Class management and large class size. * Strategies to managing large class size * Perspectives on classroom management, class size, and students' academic performance. * The link between professional and academic practice in education. * Combining professional development with academia. * Reflecting on the effect of large class size on students' academic performance. * Experience from managing large classrooms.

Universities today are faced with difficult decisions about how to integrate technology into their curriculum. Rather than merely offering advice on the applications of technology to teaching, this book provides a pedagogical foundation for decisions about and use of technology within the curriculum.

What are the secrets to unlocking student success? And what can teachers do to get better at helping students develop deep understanding of content, attain higher-order thinking skills, and become secure, confident, and capable learners? In this book, teacher and professor Jeff Marshall showcases how teaching with intentionality answers these questions. Specifically, he introduces the Teacher Intentionality Practice Scale (TIPS), a framework for both supporting and measuring effective teaching. Taken together, the framework’s seven TIPs provide a research-based, classroom-tested guide to help teachers * create coherent, connected lessons; * use strategies and resources, including technology, that truly enhance learning; * organize a safe, respectful learning environment; * develop challenging and rigorous learning experiences; * promote interactive, thoughtful learning; * nurture a creative, problem-solving classroom culture; and * deliver feedback and formative assessment that inform teaching and learning. Marshall’s needs-assessment instrument can help teachers, working independently or in a cohort, determine the best starting point for improving their practice. Practical, straightforward rubrics for each TIP describe the various levels of teacher proficiency. Based on his own teaching experience and observations in hundreds of classrooms, Marshall also offers action tips for each framework component and a list of resources for further study. Written for teachers and leaders at all levels and in all content areas, The Highly Effective Teacher is a guidebook for thoughtful, intentional teaching with one goal: success for all students, in every classroom.