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"Teaching after all is about knowing children well" —from A Letter to Teachers "Perrone has given us a gift, a book worth reading over many times, an important reflection on his many years of close observation of schools and school people, parents, teachers, children, and their communities." —Deborah W. Meier, principal, Central Park East Secondary School Simple, elegant and full of common sense, these reflections on the art of teaching address the deepest concerns teachers have for their work with children and young people.

Just as musical etudes focus on the development of skills and address the technical problems encountered in keyboard literature, the "etudes" in Stewart Gordon's new book also focus on ideas which prepare piano teachers for meeting the problems encountered in piano performing and teaching. This major new collection on the piano teacher's art opens with an assessment of the role of the piano teacher, and goes on to explore various types of students and the challenge each presents: the moderately talented, but ambitious, student; the late beginner; the unusually gifted. Drawing on thirty years of teaching and performing, Gordon then bring fresh ideas to bear on the often-discussed areas of inner-hearing, pulse regulation, improvisation, sight-reading, and collaborative music making. There are sections on performance procedures, memorizing, pedalling, and historical performance practices; a carefully-balanced consideration of the role of the piano student and teacher; and realistic looks at the problems facing the profession today, the dynamics of a performing career, and the stages through which musicians' careers often pass. Designed to open up new avenues of inquiry, to provoke discussion and creative thinking, and to challenge and motivate students, these essays will be vital reading for all serious piano students and teachers.

This is a reflection on the education of teachers, written by teacher educators who discuss features of their work and the challenges facing teacher education in the 1990s. The book invites the reader to attempt similar analyses of personal practice and d

This guide explains the importance of developing the habit and skills of reflective practice in order to meet student needs and grow continuously as a professional teacher.

Reflections for teachers is a guided journal to provide educators with a place to write down their thoughts and reflections of their students and classroom. This journal contains meaningful prompts as well as space for free writing. Beautiful, modern and calming watercolor design in the interior. Full of meaningful quotes about teachers. This journal makes a thoughtful gift for any educator who loves what they do.

Zustand: Sehr gut - Gepflegter, sauberer Zustand. Seiten: 428 Sprache: Englisch Produktart: Bücher

Book is in NEW condition. 0.57

Reflections on the new teacher leaders Mirror Images takes a comprehensive look at what teacher leadership means today and how teachers can transform the future of their profession. Included are ten iconic images of teacher leadership roles to help teachers move beyond teaching as they were taught. The authors make a compelling case for the importance of teacher leadership today based on these current conditions: Top-down change is less effective today than ever Teacher leadership in schools is a force, not a position Old stereotypes of teaching keep teachers from striving for more Leadership, learning, and change are united

Book is in NEW condition. 0.51

Reflections on the new teacher leaders Mirror Images takes a comprehensive look at what teacher leadership means today and how teachers can transform the future of their profession. Included are ten iconic images of teacher leadership roles to help teachers move beyond teaching as they were taught. The authors make a compelling case for the importance of teacher leadership today based on these current conditions: Top-down change is less effective today than ever Teacher leadership in schools is a force, not a position Old stereotypes of teaching keep teachers from striving for more Leadership, learning, and change are united

Unit 1: Being a good Citizen. Unit 2: My Country. Unit 3: Workers. Unit 4: Where We Live. Unit 5: Time goes By. Unit 6: Stories of the Past.

Introduction to Critical Reflection and Action for Teacher Researchers provides crucial direction for educators looking to improve their teaching and maximise learning. While many students can grasp the basic elements of researching their practice and can write about practitioner research, some need guidance and assistance to reflect meaningfully on their teaching practice so as to articulate their educational values. This book provides this guidance. By exploring how to engage in an authentic, practical and personalised framework, the book encourages critical reflection and action on educational practice. Moving through the process of reflecting on practice, engaging in critical thinking and planning and taking action, it helps the reader to subsequently generate educational theory from their own personal learning. Examples from the authors’ experiences illustrate the issues raised in each section, with ‘Pause and Reflect’ activities, guidelines for conducting a research project and annotated further reading available for every chapter. Introduction to Critical Reflection and Action for Teacher Researchers is based on the idea that reflection is in itself a deliberate action and something we must live - it is key to understanding our practice and is a core component of action research. This book is a valuable guide for teachers, trainee teachers and researchers interested in reflecting on and enhancing their teaching practice.

Introduction to Critical Reflection and Action for Teacher Researchers provides crucial direction for educators looking to improve their teaching and maximise learning. While many students can grasp the basic elements of researching their practice and can write about practitioner research, some need guidance and assistance to reflect meaningfully on their teaching practice so as to articulate their educational values. This book provides this guidance. By exploring how to engage in an authentic, practical and personalised framework, the book encourages critical reflection and action on educational practice. Moving through the process of reflecting on practice, engaging in critical thinking and planning and taking action, it helps the reader to subsequently generate educational theory from their own personal learning. Examples from the authors’ experiences illustrate the issues raised in each section, with ‘Pause and Reflect’ activities, guidelines for conducting a research project and annotated further reading available for every chapter. Introduction to Critical Reflection and Action for Teacher Researchers is based on the idea that reflection is in itself a deliberate action and something we must live - it is key to understanding our practice and is a core component of action research. This book is a valuable guide for teachers, trainee teachers and researchers interested in reflecting on and enhancing their teaching practice.

The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

New! This book is in the same immaculate condition as when it was published 1.11

2007 [Harcourt California Series] Reflections Grade 4: California: A Changing State -- Teacher's Edition Volume 1 (CA)(TE)(Spiral) by Priscilla H. Porter, Michael J. Berson, Margaret Hill, Tyone C. Howard, Bruce E. Larson, & Julio Moreno ***ISBN-13: 9780153397196

2007 [Harcourt California Series] Reflections Grade 4: California: A Changing State -- Teacher's Edition Volume 1 (CA)(TE)(Spiral) by Priscilla H. Porter, Michael J. Berson, Margaret Hill, Tyone C. Howard, Bruce E. Larson, & Julio Moreno ***ISBN-13: 9780153397196

Book is in Used-Good condition. Pages and cover are clean and intact. Used items may not include supplementary materials such as CDs or access codes. May show signs of minor shelf wear and contain limited notes and highlighting. 0.62

In too many districts, evaluation of teachers ensures competence but does little or nothing to encourage and support expertise. In this thought-provoking and groundbreaking book, Tony Frontier and Paul Mielke address this issue head-on, combining the conceptual and the practical by offering a compelling vision of teacher growth, along with nearly three dozen step-by-step protocols for working with teachers. They present a powerful rationale for reconceptualizing teacher evaluation by creating a balanced system of three equally important components: Reliable and valid evaluation.Empoweringand focused supervision.Meaningful and purposeful reflection.Each component is discussed in terms of its purpose, premise, processes, practices, and payoffs. Revealing examples based on the authors' experiences in classrooms across the country show what evaluation, supervision, and reflection look like when they're not done well—and what they could look like if done more effectively.Providing insight and inspiration, Making Teachers Better, Not Bitter paves a clear path to better teaching and helps you acknowledge and support the hard work that teachers do every day to make learning come alive for their students.

Sounds from Silence: Reflections of a Child Holocaust Survivor, Psychiatrist and Teacher 1.28