MREADZ.COM - много разных книг на любой вкус
Скачивание или чтение онлайн электронных книг.Totally Positive Teaching
Discipline problems, limited resources, crowded classrooms. Teachers face many issues each day that can wear down their love of education. How can they stay focused and energized day in and day out? In Totally Positive Teaching, Joseph Ciaccio shares an approach that transformed him from a burned-out veteran teacher struggling joylessly through each day to a professional who has fun with his students, guiding them to success while enjoying the teaching process. The conviction that people can adopt a new attitude is at the heart of Ciaccio’s Totally Positive Approach. When teachers enter the classroom with an upbeat attitude supported by constructive teaching techniques, they can build trusting partnerships with students. Ciaccio describes five techniques for creating a daily positive learning experience that nurtures student achievement: • Devising activities to meet the mutual needs of student and teacher • Changing personal counterproductive feelings • Responding to behavior problems with self-discipline • Helping underachievers become self-motivated • Developing instructional strategies to keep students engaged Ciaccio provides plenty of examples to illustrate how these techniques actually work in the classroom. He also includes dozens of strategies and tips for introducing the Totally Positive Approach and making it take hold in your own work. When teachers use the Totally Positive Approach, students gain confidence, take control of their lives, and feel that they belong. Just as important, teachers enjoy enormous professional and personal growth, seeing with new clarity how their own attitudes and actions help shape the next generation. Totally Positive Teaching is an inspirational guide to approaching each school day with new energy, insight, and satisfaction.
Ensuring Effective Instruction
Teachers deserve to get the feedback and support that are necessary to make learning as powerful as possible–for both their students and themselves. Based on research from the Bill & Melinda Gates Foundation and the experiences of nearly 3,000 teachers across the United States, Vicki Phillips and Lynn Olson reveal multiple ways to identify effective teaching and provide teachers with actionable, reliable information they can trust to continuously improve their performance. Teachers and administrators will learn how and why it's critical to (1) measure effective teaching, (2) ensure high-quality data, and (3) invest in improvement. Armed with practical ideas for getting started at both the school and district levels, Phillips and Olson remind us that the best way to evaluate teaching performance is to use a balanced approach that includes multiple measures.
Affirmative Classroom Management
This publication offers clear and positive strategies that empower teachers and administrators to develop effective rules and consequences.
Short on Time
There's never enough time. Sound familiar? This might be the most common lament voiced by school principals today. How can we find time to meet students' and teachers' needs, foster ingenuity and innovation, and apply best practices when so much is demanding our attention right this minute? School leadership expert and former principal William Sterrett comes to the rescue with practical advice on how principals can make the most of their time to achieve real success. Learn how to * Balance district, instructional, school, and community events and responsibilities. * Communicate about the work of the school in timely, innovative ways. * Maximize instructional time by making smart use of transitions and recruiting teachers to build the school schedule. * Cultivate professional growth by running effective, efficient faculty and PLC meetings and promoting collegial learning through peer observations and collaborative partnerships.
Succeeding with Inquiry in Science and Math Classroom
This book shows K–12 STEM teachers how to maximize their effectiveness with students by shifting to an inquiry-based instructional approach and creating a rigorous, engaging learning environment.
Keeping Good Teachers
What attracts good teachers and keeps them in the profession? What makes schools better places for students to learn and for teachers to work? These questions are at the heart of Keeping Good Teachers. To answer them, many of the authors in this book have surveyed fellow educators to find out which practices and policies are most beneficial and practical to implement in schools. The book is divided into five sections: • Part I explores the extent of the teacher shortage and sets the context for studying it. • Part II concentrates on induction, tackling the issue of how new teachers should be introduced to their profession. • Part III looks at the issues of compensation, performance-based pay, career paths, national certification, and other ways to reward educators and make them feel valued. • Part IV describes the role of principals and administrators in sustaining teachers. • Part V discusses the needs and desires of master teachers. Like its predecessor A Better Beginning: Supporting and Mentoring New Teachers (ASCD 1999), Keeping Good Teachers is dedicated to all those who want to make their profession the best it can be by creating the conditions where good teachers can thrive.
Principals Who Learn
As a principal, you know how challenging it is to build a dedicated staff, encourage parental support, help students get excited about learning, and create a working school culture. You know that it takes a more than a few years (and surviving a few school events gone awry) to gain the trust of staff, students, and community. And you probably think that once these elements are in place, you'll be able to relax and let your school run like a well-oiled machine, right? Wrong. Even the most successful principals can become stuck in tired routines that inhibit collaboration and shut down opportunities for learning and change. In Principals Who Learn: Asking the Right Questions, Seeking the Best Solutions, former principals Barbara Kohm and Beverly Nance encourage principals to step out of their comfort zone and pursue learning with their staff. Kohm and Nance give principals the tools to shift from being top-down, authoritarian leaders to becoming open collaborators and continual learners. The authors show principals how to • Learn to listen to all voices. • Turn “bad guys” into allies. • Develop an open and collaborative culture. • Redesign staff meetings for more effectiveness. • Resolve conflicts and solve problems. • Turn mistakes into learning opportunities. Engaging scenarios and reflection questions further help principals re-examine their leadership practices and look at their school from new vantage points. Whether you are a new principal seeking guidance or a seasoned veteran looking to make a change, Principals Who Learn will reinvigorate your work and help you develop and adapt your skills to meet the ever-changing needs of your school.
Breaking Free from Myths About Teaching and Learning
"What the teacher wants me to say is more important than what I want to say." «If I get too far behind, I will never catch up.» «What I'm learning doesn't have much to do with my life, but it isn't supposed to—it's school.» These are just some of the many pernicious axioms that keep students from achieving to their potential. In Breaking Free from Myths About Teaching and Learning, Allison Zmuda analyzes and promptly dispels these and other harmful untruths that have inhibited student learning for decades and offers a wealth of ideas for combating them, including * Refocusing learning environments with students' best interests in mind. * Designing engaging lessons that spark students' imaginations. * Motivating students to learn for the joy of it, not just for the grade. * Developing authentic assessments that truly capture the extent of students' progress. * Creating effective school missions that provide both educators and students with achievable objectives.
In addition to these strategies, Zmuda offers tips from prominent creative thinkers in a variety of fields on how to approach projects creatively and stimulate fresh thinking.
Students have been captive to falsehoods about learning for far too long. This provocative and insightful book shows why it's vital for administrators and teachers to help students shed their faulty assumptions and offers a blueprint for creating more innovative, inviting, and effective schools.
How to Use Standards in the Classroom
How can you bring standards to life and reality in your classroom? This guide is for teachers who seek a model and processes for designing standards based units of study to use in their classrooms. The proliferation of standards developed at the national and state levels turns the preparation of a meaningful classroom curriculum into a daunting task. Imagine that your district has recently adopted standards for student learning or your state has just published standards for your subject area. As you open the standards documents, you wonder «How do I make these standards part of my curriculum? How will I know if my students have attained the standards?» Harris and Carr share their experiences with standards based learning and offer practical examples of how to develop standards into units of study. The model and processes they describe in this book help readers in choosing and coordinating standards, topics, products and performances, assessment criteria, exemplars, and scoring guides.
Leading Change in Your School
Guiding schools through significant change is one of the toughest challenges educational leaders face, but learning from the examples of those who have succeeded can make it less daunting. In Leading Change in Your School, distinguished author and researcher Douglas B. Reeves offers lessons learned through his work with educators in thousands of schools around the world and presents real-life examples of leaders who have met the challenge of change head-on–with impressive results for their schools and districts. Readers will also find practical resources for engaging their colleagues in change initiatives. Expanding on a number of his columns in the journal Educational Leadership, Reeves offers insights and recommendations in four areas: * Creating conditions for change, including assessments to determine personal and organizational readiness for change; * Planning change, including cautionary notes about strategic planning; * Implementing change, including the importance of moving from rhetoric to day-to-day reality; and * Sustaining change, including the need to reorient priorities and values so that individual convenience gives way to a shared sense of the greater good. The change leaders–both teachers and administrators–whose stories Reeves tells come from varied districts, but they share a passion for creating schools that work for all students. They are, Reeves says, «people like you, sharing similar challenges but perhaps with different results.»