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This dynamic, reader-friendly text helps students make informed decisions about entering teacher education programs. The authors use multiple sources, including biographies and dialogues, to increase student interest and involvement with the material, and encourage students to regard becoming a teacher a positive challenge.
Those Who Can’t, Teach turns the spotlight on the madcap lives of teachers and students in a typical secondary school in Singapore. As the teachers struggle daily to nurture and groom, the students prefer to hang out and “chillax”. With upskirting and Facebooking, griping and politicking, school takes on a whole new meaning as the colourful characters struggle to prove that those who can, teach. Written by Singapore’s most prolific playwright Haresh Sharma, Those Who Can’t, Teach was first staged by The Necessary Stage in 1990 to critical acclaim. Twenty years later, Sharma revisits this classic to revitalise it for the Singapore Arts Festival 2010, transforming it into a powerful portrayal of the pressures and challenges facing teachers (and students) in schools in the 21st century.
For many aspiring academics, the transition from doctoral student to classroom teacher is a challenging one. The classroom culture, the needed pedagogical skills, and the expected level and type of work are significantly different in the two environments. Nevertheless, most doctoral students go on to teach in undergraduate or seminary classrooms. To prepare the PhD students at McMaster Divinity College to negotiate this transition successfully, the faculty holds a biennial colloquium covering the major dimensions, both theoretical and practical, of a Christian teaching vocation. On the basis of the presentations of the colloquium, the essential topics have been addressed in essays prepared for this volume for the benefit of all who aspire to excellence in their teaching, especially those in Christian higher education.
From an adventurous and discerning new voice reminiscent of Robert Macfarlane, a captivating portrait of a community eking out its living in a coastal landscape as stark and storied as it is beautiful. Before arriving in Newlyn, a Cornish fishing village at the end of the railway line, Lamorna Ash was told that no fisherman would want a girl joining an expedition. Weeks later, the only female on board a trawler called the Filadelfia, she is heading out to sea with the dome of the sky above and the black waves below. Newlyn is a town of dramatic cliffs, crashing tides, and hardcore career fishermen-complex and difficult heroes who slowly open up to Ash about their lives and frustrations, first in the condensed space of the boat, and then in the rough pubs ashore. Determined to know the community on its own terms, Ash lodges in a spare room by the harbor and lets the village wash over her in all of its clamoring unruliness, thumping machinery, and tangled nets-its history, dialect, and centuries-old industry. Moving between Ash's surprising, transformational journey aboard the Filadelfia and her astute observations of Newlyn's landscape and people, Dark, Salt, Clear is an assured work of indelible characters and a multilayered travelogue through a landscape both lovely and merciless. Ash's adventurous glint, her delicate observations, and her willingness to get under the skin of a place call to mind the work of Annie Dillard, Barry Lopez, and Robert Macfarlane. This is an evocative journey and a fiercely auspicious debut.
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.