How to Be an Effective Teacher in Higher Education: Answers to Lecturers' Questions

McGraw-Hill Education (UK)
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This is a highly practical resource for lecturers with a particular focus on working with large groups, especially in a lecture environment. It is designed to complement and support the National Professional Standards Framework and maps directly on to the six areas of activity outlined within it.
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About the author

Alan Mortiboys is Professor of Educational Development at Birmingham City University, UK, where he leads the PGCE programme for academic staff. He has run courses for staff in over 30 higher education institutions across the UK and Ireland.

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Additional Information

Publisher
McGraw-Hill Education (UK)
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Published on
Oct 1, 2010
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Pages
159
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ISBN
9780335240104
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Best For
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Language
English
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Genres
Education / Classroom Management
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Content Protection
This content is DRM protected.
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Dr. Jones describes how highly successful teachers produce orderly, productive classrooms without working themselves to death. This program is the whole package - discipline, instruction and motivation - described in the down-to-earth language of "how to" with plenty of examples for guidance. You will learn how to decrease classroom disruptions, backtalk, dawdling and helpless hand raising while increasing responsible behavior, motivation, independent learning and academic achievement.

Like previous editions, the 3rd edition of Tools for Teaching: Discipline, Instruction, Motivation describes the specific skills of classroom management that increase learning while reducing teacher stress. Taken together, these skills provide the synergy required for both the primary prevention of discipline problems and a dramatic increase in teaching efficiency and time-on-task.

WHAT'S NEW IN THE 3RD EDITION?

The 3rd Edition includes the latest research on both successful teaching practices and the neuropsychology of skill building, as well as two completely new chapters.

Chapter 8: Say, See, Do Teaching, reviews the ground-breaking work of John Hattie, Ph.D. Dr. Hattie places the extensive outcome research regarding different teaching methodologies onto a common scale so that their effectiveness can be directly compared. Many of the sacred cows of education do not fair so well, whereas variations of Say, See Do Teaching do extremely well.

Chapter 20: Teaching Skills Efficiently, reviews the latest finds of neuropsychology concerning the amount of work needed to create mastery. Once again Say, See, Do Teaching leads the way. This new research provides critical information for teachers when making decisions about how to teach a given lesson.

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