500 Tips for Teachers

This updated text takes account of the changes that have occurred through technological advances, and has sections to cover ICT in the classroom. It is suitable for both new and experienced teachers in primary, further and higher education.

Part 1 Techniques for effective teaching and classroom management; Chapter 1 Meeting a class for the first time; Chapter 2 Gaining attention and settling a class down; Chapter 3 Coping with interruptions; Chapter 4 Learning names; Chapter 5 Avoiding disruption in your class; Chapter 6 Using blackboards; Chapter 7 Organizing practical lessons; Chapter 8 Doing yard/bus/break duties painlessly; Chapter 9 Ensuring equality of opportunity within your teaching; Chapter 10 Strategies for raising achievement; Part 2 Planning and assessment; Chapter 11 Assessing pupils’ work; Chapter 12 Giving pupils face-to-face feedback; Chapter 13 Getting feedback from pupils; Chapter 14 Using self- and peer-assessment; Chapter 15 Making sense of new structures; Chapter 16 Planning schemes of work; Chapter 17 Invigilating internal exams; Chapter 18 Writing reports; Chapter 19 Preparing for an inspection; Part 3 Using teaching and learning resources well; Chapter 20 Preparing interesting handout materials; Chapter 21 Preparing learning packages; Chapter 22 Getting the most from the library; Chapter 23 Organizing resources; Chapter 24 Making do with limited resources; Chapter 25 Making your classroom into an attractive learning environment; Chapter 26 Making effective displays; Chapter 27 Taking pupils on a trip; Chapter 28 Visiting museums and art galleries; Part 4 Supporting pupils’ learning; Chapter 29 Helping pupils who don’t read well; Chapter 30 Helping pupils who don’t do maths well; Chapter 31 Helping pupils to learn together; Chapter 32 Helping pupils to revise effectively; Chapter 33 Helping pupils to pass exams; Chapter 34 Helping pupils to be creative; Chapter 35 Helping pupils to write essays; Part 5 Providing personal and pastoral care; Chapter 36 Being an effective Form Tutor; Chapter 37 Getting pupils to talk to you; Chapter 38 Helping pupils who don’t believe in themselves; Chapter 39 Coping with emotional pupils; Chapter 40 Breaking bad news; Chapter 41 Helping pupils to recover from setbacks; Chapter 42 Helping pupils towards university or employment; Chapter 43 Coping with parents’ evenings; Chapter 44 Dealing with difficult parents; Chapter 45 Coping with emergencies; Part 6 Being an effective colleague; Chapter 46 Working with colleagues; Chapter 47 Coping with difficult Heads of Department or senior staff; Chapter 48 Managing a department; Chapter 49 Covering for absent colleagues; Chapter 50 Coping with stress; Chapter 51 Planning your career progression; Chapter 52 Applying for jobs; Part 7 Information and communications technologies; Chapter 53 Choosing computer-aided learning packages; Chapter 54 Getting pupils used to the idea of learning from a machine; Chapter 55 Getting pupils used to mice and keyboards; Chapter 56 Finding out how computer-assisted learning is going; Chapter 57 Using e-mail to support learning; Chapter 58 Helping pupils to get started with e-mail; Chapter 59 Giving pupils feedback using e-mail; Chapter 60 Helping pupils to learn with computer conferencing; Chapter 61 Using video for learning; Chapter 62 Using audiotapes for learning; Chapter 63 Using multimedia packages for learning; Chapter 64 Using the Internet for learning; Chapter 65 Helping pupils to learn from the Internet;

Sally Brown, Carolyn Earlam, Phil Race