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Improving pupil motivation together : teachers and teaching assistants working collaboratively / / Susan Bentham and Roger Hutchins
| Improving pupil motivation together : teachers and teaching assistants working collaboratively / / Susan Bentham and Roger Hutchins |
| Autore | Bentham Susan <1958-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Milton Park, Abingdon, Oxon, : Routledge, 2012 |
| Descrizione fisica | 1 online resource (161 p.) |
| Disciplina | 370.15/4 |
| Altri autori (Persone) | HutchinsRoger <1953-> |
| Soggetto topico |
Motivation in education
Teaching teams Teachers - In-service training Teachers' assistants - In-service training Effective teaching |
| ISBN |
1-280-77691-9
9786613687302 1-136-30395-2 0-203-11750-6 1-136-30396-0 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title; Copyright; Contents; List of illustrations; Acknowledgements; Introduction; 1 What is education for?; An overview; What is education for?; What does motivation have to do with education?; Differing purposes of education; What does it mean to learn?; Learning equates with thinking; Theories of learning as happening within a social context; Theories of childhood; Summary; 2 Motivation - the theories; An overview; Definitions; The theories of motivation; Summary; 3 Managing to collaborate; An overview; Relationship to motivation; What is collaboration?; A model of collaboration
Ways of moving forwardCritical incident theory; Summary; 4 Motivation issues for students - what pupils say; An overview; What pupils say: the role of the teacher; What have these pupils told us?; Motivation and giftedness; Making sense of what pupils say by looking at what some motivation theorists say; Summary; 5 Motivating students through assessment; An overview; Types of assessment; Principles relating to assessment; What is Assessment for Learning?; Learning goals/learning objectives; Success criteria; Feedback; Summary; 6 Moving forward together; An overview Common pupil responses: 'I won't, but I could'Common pupil responses: 'I can't' - the pupil who could, but thinks she would just die if she failed; Common pupil responses: 'I don't need to' - the pupil who is not ready to change; Common pupil responses: 'I can't, I really can't' - the pupil who does not have the underlying skills; Research in action: working with children who are anxious and angry, in order to remove barriers to learning and develop emotional resilience; Summary; Conclusion; Glossary; Bibliography; Index |
| Record Nr. | UNINA-9910820482103321 |
Bentham Susan <1958->
|
||
| Milton Park, Abingdon, Oxon, : Routledge, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
A Teaching Assistant's Guide to Child Development and Psychology in the Classroom [[electronic resource] ] : Second edition
| A Teaching Assistant's Guide to Child Development and Psychology in the Classroom [[electronic resource] ] : Second edition |
| Autore | Bentham Susan <1958-> |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Hoboken, : Taylor and Francis, 2012 |
| Descrizione fisica | 1 online resource (227 p.) |
| Disciplina | 305.231 |
| Soggetto topico |
Child development
Child development --Handbooks, manuals, etc Child psychology Child psychology --Handbooks, manuals, etc Teachers' assistants Teachers' assistants --Handbooks, manuals, etc Education Social Sciences Theory & Practice of Education |
| Soggetto genere / forma | Electronic books. |
| ISBN | 0-203-82948-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; A Teaching Assistant's Guide to Child Development and Psychology in the Classroom; Copyright Page; Contents; List of illustrations; Acknowledgements; Introduction; Definitions of reflection and the reflective practitioner; Ways to reflect: the reflective account; Ways to reflect: the professional dialogue; Final comments; 1. Basic principles underlying pupil development and learning; Intellectual and cognitive skills; Language and communication skills; Social and emotional skills; Specific skills and abilities; Summary; 2.Learning support strategies
Learning strategies as a way to promote effective learningSpecific skills; Emotional responses; Reflection; 3.Learning styles; Barriers to effective learning; Learning styles; Adapting learning support strategies to accommodate different types of learning style; Learning styles, personalized learning and assessment for learning; 4.Pupils with additional needs; Inclusion; Terminology; Assessing additional needs; Autism Spectrum Conditions and Asperger's syndrome; Dyslexia; Dyspraxia; Down's syndrome; ADHD; Speech, language and communication difficulties; Sensory impairment; Physical impairment Bilingual and multilingual pupilsLooked after children; Gifted and talented pupils; Pupils with poor working memory; Putting it all together; 5.Managing behaviour for learning; Introduction; Aspects of culture, upbringing, home circumstancesand physical and emotional health that couldinfluence the pupil's interactions with others; Intervention strategies; Developing thinking skills: giving choices and stating consequences; Being proactive: monitoring the group to spot signs of conflict at an early stage; 6.Establishing effective working relationships with pupils and colleagues Basic principles of effective communication with pupilsTechniques of active listening; Four levels of listening; Interpreting non-verbal communication; Basic principles of working with groups; Basic principles of effective working relationships with colleagues; 7.Self-esteem, motivation and independent learners; Definitions of self-esteem and self-concept; Factors that affect the development of self-esteem and self-concept; Strategies that will enhance self-esteem; The relationship between self-esteem and achievement; Motivation; Factors that promote independence Strategies designed to encourage independenceGlossary; Bibliography; Index |
| Record Nr. | UNINA-9910457521003321 |
|
Bentham Susan <1958->
|
||
| Hoboken, : Taylor and Francis, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
A Teaching Assistant's Guide to Child Development and Psychology in the Classroom [[electronic resource] ] : Second edition
| A Teaching Assistant's Guide to Child Development and Psychology in the Classroom [[electronic resource] ] : Second edition |
| Autore | Bentham Susan <1958-> |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Hoboken, : Taylor and Francis, 2012 |
| Descrizione fisica | 1 online resource (227 p.) |
| Disciplina | 305.231 |
| Soggetto topico |
Child development
Child development --Handbooks, manuals, etc Child psychology Child psychology --Handbooks, manuals, etc Teachers' assistants Teachers' assistants --Handbooks, manuals, etc Education Social Sciences Theory & Practice of Education |
| ISBN | 0-203-82948-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; A Teaching Assistant's Guide to Child Development and Psychology in the Classroom; Copyright Page; Contents; List of illustrations; Acknowledgements; Introduction; Definitions of reflection and the reflective practitioner; Ways to reflect: the reflective account; Ways to reflect: the professional dialogue; Final comments; 1. Basic principles underlying pupil development and learning; Intellectual and cognitive skills; Language and communication skills; Social and emotional skills; Specific skills and abilities; Summary; 2.Learning support strategies
Learning strategies as a way to promote effective learningSpecific skills; Emotional responses; Reflection; 3.Learning styles; Barriers to effective learning; Learning styles; Adapting learning support strategies to accommodate different types of learning style; Learning styles, personalized learning and assessment for learning; 4.Pupils with additional needs; Inclusion; Terminology; Assessing additional needs; Autism Spectrum Conditions and Asperger's syndrome; Dyslexia; Dyspraxia; Down's syndrome; ADHD; Speech, language and communication difficulties; Sensory impairment; Physical impairment Bilingual and multilingual pupilsLooked after children; Gifted and talented pupils; Pupils with poor working memory; Putting it all together; 5.Managing behaviour for learning; Introduction; Aspects of culture, upbringing, home circumstancesand physical and emotional health that couldinfluence the pupil's interactions with others; Intervention strategies; Developing thinking skills: giving choices and stating consequences; Being proactive: monitoring the group to spot signs of conflict at an early stage; 6.Establishing effective working relationships with pupils and colleagues Basic principles of effective communication with pupilsTechniques of active listening; Four levels of listening; Interpreting non-verbal communication; Basic principles of working with groups; Basic principles of effective working relationships with colleagues; 7.Self-esteem, motivation and independent learners; Definitions of self-esteem and self-concept; Factors that affect the development of self-esteem and self-concept; Strategies that will enhance self-esteem; The relationship between self-esteem and achievement; Motivation; Factors that promote independence Strategies designed to encourage independenceGlossary; Bibliography; Index |
| Record Nr. | UNINA-9910781573303321 |
|
Bentham Susan <1958->
|
||
| Hoboken, : Taylor and Francis, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
A Teaching Assistant's Guide to Child Development and Psychology in the Classroom [[electronic resource] ] : Second edition
| A Teaching Assistant's Guide to Child Development and Psychology in the Classroom [[electronic resource] ] : Second edition |
| Autore | Bentham Susan <1958-> |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Hoboken, : Taylor and Francis, 2012 |
| Descrizione fisica | 1 online resource (227 p.) |
| Disciplina | 305.231 |
| Soggetto topico |
Child development
Child development --Handbooks, manuals, etc Child psychology Child psychology --Handbooks, manuals, etc Teachers' assistants Teachers' assistants --Handbooks, manuals, etc Education Social Sciences Theory & Practice of Education |
| ISBN | 0-203-82948-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; A Teaching Assistant's Guide to Child Development and Psychology in the Classroom; Copyright Page; Contents; List of illustrations; Acknowledgements; Introduction; Definitions of reflection and the reflective practitioner; Ways to reflect: the reflective account; Ways to reflect: the professional dialogue; Final comments; 1. Basic principles underlying pupil development and learning; Intellectual and cognitive skills; Language and communication skills; Social and emotional skills; Specific skills and abilities; Summary; 2.Learning support strategies
Learning strategies as a way to promote effective learningSpecific skills; Emotional responses; Reflection; 3.Learning styles; Barriers to effective learning; Learning styles; Adapting learning support strategies to accommodate different types of learning style; Learning styles, personalized learning and assessment for learning; 4.Pupils with additional needs; Inclusion; Terminology; Assessing additional needs; Autism Spectrum Conditions and Asperger's syndrome; Dyslexia; Dyspraxia; Down's syndrome; ADHD; Speech, language and communication difficulties; Sensory impairment; Physical impairment Bilingual and multilingual pupilsLooked after children; Gifted and talented pupils; Pupils with poor working memory; Putting it all together; 5.Managing behaviour for learning; Introduction; Aspects of culture, upbringing, home circumstancesand physical and emotional health that couldinfluence the pupil's interactions with others; Intervention strategies; Developing thinking skills: giving choices and stating consequences; Being proactive: monitoring the group to spot signs of conflict at an early stage; 6.Establishing effective working relationships with pupils and colleagues Basic principles of effective communication with pupilsTechniques of active listening; Four levels of listening; Interpreting non-verbal communication; Basic principles of working with groups; Basic principles of effective working relationships with colleagues; 7.Self-esteem, motivation and independent learners; Definitions of self-esteem and self-concept; Factors that affect the development of self-esteem and self-concept; Strategies that will enhance self-esteem; The relationship between self-esteem and achievement; Motivation; Factors that promote independence Strategies designed to encourage independenceGlossary; Bibliography; Index |
| Record Nr. | UNINA-9910800097903321 |
|
Bentham Susan <1958->
|
||
| Hoboken, : Taylor and Francis, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
A Teaching Assistant's Guide to Child Development and Psychology in the Classroom [[electronic resource] ] : Second edition
| A Teaching Assistant's Guide to Child Development and Psychology in the Classroom [[electronic resource] ] : Second edition |
| Autore | Bentham Susan <1958-> |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Hoboken, : Taylor and Francis, 2012 |
| Descrizione fisica | 1 online resource (227 p.) |
| Disciplina | 305.231 |
| Soggetto topico |
Child development
Child development --Handbooks, manuals, etc Child psychology Child psychology --Handbooks, manuals, etc Teachers' assistants Teachers' assistants --Handbooks, manuals, etc Education Social Sciences Theory & Practice of Education |
| ISBN | 0-203-82948-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; A Teaching Assistant's Guide to Child Development and Psychology in the Classroom; Copyright Page; Contents; List of illustrations; Acknowledgements; Introduction; Definitions of reflection and the reflective practitioner; Ways to reflect: the reflective account; Ways to reflect: the professional dialogue; Final comments; 1. Basic principles underlying pupil development and learning; Intellectual and cognitive skills; Language and communication skills; Social and emotional skills; Specific skills and abilities; Summary; 2.Learning support strategies
Learning strategies as a way to promote effective learningSpecific skills; Emotional responses; Reflection; 3.Learning styles; Barriers to effective learning; Learning styles; Adapting learning support strategies to accommodate different types of learning style; Learning styles, personalized learning and assessment for learning; 4.Pupils with additional needs; Inclusion; Terminology; Assessing additional needs; Autism Spectrum Conditions and Asperger's syndrome; Dyslexia; Dyspraxia; Down's syndrome; ADHD; Speech, language and communication difficulties; Sensory impairment; Physical impairment Bilingual and multilingual pupilsLooked after children; Gifted and talented pupils; Pupils with poor working memory; Putting it all together; 5.Managing behaviour for learning; Introduction; Aspects of culture, upbringing, home circumstancesand physical and emotional health that couldinfluence the pupil's interactions with others; Intervention strategies; Developing thinking skills: giving choices and stating consequences; Being proactive: monitoring the group to spot signs of conflict at an early stage; 6.Establishing effective working relationships with pupils and colleagues Basic principles of effective communication with pupilsTechniques of active listening; Four levels of listening; Interpreting non-verbal communication; Basic principles of working with groups; Basic principles of effective working relationships with colleagues; 7.Self-esteem, motivation and independent learners; Definitions of self-esteem and self-concept; Factors that affect the development of self-esteem and self-concept; Strategies that will enhance self-esteem; The relationship between self-esteem and achievement; Motivation; Factors that promote independence Strategies designed to encourage independenceGlossary; Bibliography; Index |
| Record Nr. | UNINA-9910818852303321 |
|
Bentham Susan <1958->
|
||
| Hoboken, : Taylor and Francis, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||