This text challenges the seemingly complex teaching profession and the various initiatives, strategies and ideas that are regularly suggested. Fawcett tackles myths head on, shares the latest research and explains how this will look translated to a classroom environment.
This text challenges the seemingly complex teaching profession and the various initiatives, strategies and ideas that are regularly suggested. Fawcett tackles myths head on, shares the latest research and explains how this will look translated to a classroom environment.
Foreword Preface Acknowledmgents Introduction Chapter 1: Isn't lesson planning just a box ticking exercise? Chapter 2: Why do they seem to remember in lessons, but then forget it in the test? Chapter 3: Asking more questions is better. Isn't it? Chapter 4: For all the time and effort, is feedback actually worth it? Chapter 5: Differentiation: Isn't that just making 30 worksheets for my 30 students? Chapter 6: Isn't teaching English just for English teachers? Chapter 7: Are we just doing data because we've been told to do data? Getting a little better at getting a little better by Chris Moyse References Index
Foreword Preface Acknowledmgents Introduction Chapter 1: Isn't lesson planning just a box ticking exercise? Chapter 2: Why do they seem to remember in lessons, but then forget it in the test? Chapter 3: Asking more questions is better. Isn't it? Chapter 4: For all the time and effort, is feedback actually worth it? Chapter 5: Differentiation: Isn't that just making 30 worksheets for my 30 students? Chapter 6: Isn't teaching English just for English teachers? Chapter 7: Are we just doing data because we've been told to do data? Getting a little better at getting a little better by Chris Moyse References Index
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