Teaching to Learn, Learning to Teach

Name: Teaching to Learn, Learning to Teach
Brand: Taylor & Francis Ltd
Price: 271.99 AUD
Availability: BackOrder

A Handbook for Secondary School Teachers

By: Alan J. Singer

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Hardcover | 29 July 2013 | Edition Number 2

At a Glance

Hardcover
264 Pages

Edition Type
New edition

Dimensions(cm)
25.4 x 17.8 x 1.91

Hardcover

RRP $315.00

$271.99

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Teaching to Learn, Learning to Teach uniquely addresses three problems that frequently concern pre-service and beginning teachers: classroom control, satisfying state and federal mandates, and figuring out exactly what is the role of the teacher. Integrating practical, theoretical, and critical teaching considerations, it presents a model student-centered approach for designing lessons, developing personal connections with students, and building classroom communities: PRO/CLASS Practices (Planning, Relationships, Organization, Community, Leadership, Assessment, Support, Struggle). Pre-service teachers are encouraged to reinterpret the principles and continually redefine them as they develop their own reflective practice.

Changes in the Second Edition

• Updates throughout with attention to the Common Core State Standards, high stakes testing, the possibilities and limitations of technology use in the classroom, and preparing for the job market

• Fully revised chapter on literacy

• New interviews with teachers

• Companion Website: Supplemental planning, teaching, and assessment materials; 32 extended essays including a number of the author's widely read Huffington Post columns; interviews with beginning and veteran teachers; Ideas for Your Professional Portfolio, Resume, and Cover Letter; Recommended Websites for Teachers

Industry Reviews

"... forces readers to confront their own attitudes and prejudices and leads them to a truer understanding of what it means to teach and learn in today's society."

Dennis Banks, State University of New York-Oneonta, USA

"This book is a must for every teacher.... It provides a framework for forcing readers to ask questions that promote self-reflection about their choices for becoming a teacher, how their experiences have created individual mental models of what teaching is about, and how they can become a member of the learning community."

Felica Hirata, Baruch University, USA

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